LIBRARY 

OF  THK 

University  of  California. 

GI  Kl"  OK 

1m.  i^.    .L(|aX'.    UuiAe;    BoXj^ 


Received 


,   IQO 


Accession  No.         H'ZiiHH  .    Class  No. 


ixc 


DEPAKFMENT  OF  THE  INTERIOR, 

l(<^^      CENSUS    OFFICE.    /;/;/     ■^yc^t^i^<',  /c;  .  -■ 


UOUKllT  I'.  rOKTEK,     ►  , 
Superintendent. 
Appointed  April  20.  1889;  resigned -Inly  31,  180:t. 


CARROLL  D.  WRIGHT, 

Commissioner  of  Labor  in  charge. 

Appointed  October  5, 1893. 


EEPOET 


ON 


EDUCATION  LN  THE  UNTIED  STATES 


ELEVENTH   CENSUS:    1890 


or  TBB  >^ 

HNIVERSITY  ; 


JAMES    H.    BLODGETT, 


SPECIAL     AGENT. 


AV  ASIIINGTON,  D.  C: 

GOVEll.NMKNT   PRINTING   OFFICE. 
1893. 


"i '  i 


CONTENTS. 


LETTKK  of  TKAXSMITTAL  of  TirK    COMMISSIONKH  OK    LABOR  IN  CHAKGK  TO  THE    .SKCKETARV  OF  THE    INTEHIOR V 

Letter  of  transmittal  ok  the  spkciai.  agent  for  educational  statistics  to  the  Commissioner  of  Labor  in  charge  ...  vii 

Institutions,  re.m arks  on l_45 

Plan  of  iu  vestigation 1-3 

Conditioii  of  school  records 3-11 

Records  of  private  and  piirooUial  schools 12 

Municipal  organization  for  school  purposes 12,  13 

Combined  public  and  private  tuition 13-16 

General  condition  of  education 17-23 

Schools,  by  color 23 

Public  schools  iu  cities .• 23,  24 

Superior  schools 25, 26 

Secondary  schools 26-33 

Elementary  schools 33-10 

Denominational  schools  other  than  parochial 40-43 

Evening  or  night  schools 43,  44 

Commercial  schools  and  business  colleges 44 

Schools  and  schoolhouses 44, 45 

Statistics  of  enrollment  in  public  and  private  institutions 46-141 

Table  1.— Statistics  of  schools,  census  of  1840:  enrollment  iu  universities  and  colleges,  academies  and  grammar  schools,  and 

primary  and  common  scliools 46 

Table  2. — Statistics  of  schools,  census  of  1850:  enrollment  in  colleges,  academics  and  other  schools,  and  public  schools 47 

Table  3. — Statistics  of  schools,  census  of  1860:  enrollment  in  colleges,  academies  and  other  schools,  and  public  schools 48 

Table  4. — Statistics  of  schools,  census  of  1870:  enrollment  of  students  and  pupils  not  public  and  public 49 

Table  5. — Statistics  of  8cho<ds,  census  of  1880 :  number  of  pupils  attendiug  public  common  schools 50 

Table  6. — Summary  of  school  enrollment,  census  of  1890:  public,  private,  and  parochial,  by  states  and  territories 51 


52 


Table  7. — School  enrollment,  census  of  1890:  public  common  schools,  by  states  and  territories. 

Table  8. — School  enrollment,  census  of  1890 :  public  common  schools,  by  counties 53-100 

Table  9. — Apjiarent  comparative  gains  in  population  aud  in  public  common  school  enrollment,  1880  and  1890,  by  states  and 

territories 101 

Table  10. — Apparent  relation  of  public  common  school  enrollment  to  population,  1880  and  1890,  by  states  and  territories  ...  102 

Table  11. — Apparent  relation  of  public  common  school  enrollment  to  population,  census  of  1890 :  wlijte  and  colored,  in  the 

southern  states 103 

Table  12. — Apparent  r<dative  gain  iu  public  counuou  school  enrollment,  1880  and  1890:  white  and  colored,  in  the  southern 

states '. ■ 104 

Table  13. — Apparent  relation  of  the  sexes  iu  public  common  schools,  census  of  1890,  by  states  and  territories 105 

Table  14. — Enrollment  iu  public  schools  additional  to  cimimou  schools,  us  derived  from  the  reports  of  schools,  census  of  1890, 

by  states  aud  territories 106 

Table  15.— Apparent  relation  of  public  school  enrollment  to  population,  census  of  1890,  by  states  and  territories 107 

Table  16.— School  enrollment,  census  of  1890:  private  schools,  exclusive  of  parochial  schools,  as  derived  from  the  reports  of 

schools,  by  states  aud  territories 108 

Table  17.— School  enrollmeut,  census  of  1890:  denominational  schools,  includiug  parochial  schools,  as  derived  from  the 

reports  of  schools,  by  states  and  territories 109-1 17 

Table  18. — Enrollment  in  parochial  schools,  census  of  1890,  as  derived  from  the  reports  of  schools,  by  denominations  and 

states  and  territories 118-122 

Table  19.— Enrollment  iu  public  schools,  as  superior,  secondary,  and  elementary,  census  of  1890,  as  derived  from  the  reports 

of  schools,  by  states  anil  territories 123 

Table  20. — Enrollment  of  students  and  pupils  in  private  schools,  as  superior,  secondary,  and  elementary,  including  parochial 

and  commercial  schools,  census  of  1890,  as  derived  from  the  reports  of  schools,  by  states  and  territories 124-126 

Table  21.— Enrollmeut  in  professional  schools,  census  of  1890,  as  derived  from   the  reports  of  schools,   by  states  and 

ter^'itories 127-133 

Table  22.— Public  school  enrollment  iu  cities  with  10,000  inhabitants  and  over,  census  of  1890,  as  derived  from  the  reports  of 

scliools 134-140 

Table  23. — Reported  tiuances  of  school  districts,  census  of  1890,  by  states  and  territories 141 

iii 


LETTER  OF  TRANSMITTAL. 


DEJ'AKTMENT  OF  THE  INTEIMOIJ, 

Census  Office, 
Washington.  D.  C,  October  15,  ISiY.i. 


Sik: 

1  have  the  honor  to  transmit  herewith  the  tables  and  text  of  a  monograph  on  Eduiation  compiled  from  the 
reports  of  schools  in  the  United  States,  as  returned  at  the  Eleventh  Census. 

This  report  has  been  prepared  by  Mr.  James  H.  Blodgett,  special  agent  in  charge. 

The  results  reached  are  the  more  gratifying  as  it  is  20  years  since  the  enrollment  of  all  scIjooIs  has  been 
published  by  the  census  or  given  out  by  counties  for  public  schools.  This  is  the  first  time  the  parochial  schools, 
now  the  center  of  such  general  interest,  have  received  full,  distinct  treatment. 

Very  respectfully, 

CARROLL  I).  WRIGHT, 

Commissioner  of  l.ahor  in  charge. 

The  Segketary  of  the  Interior. 


LETTER  OF  TRANSMITTAL. 


DEPARTMP^NT  OF  THE  INTERIOR, 

Census  Office, 
Washington,  D,  C,  October  10,  1<S93. 
Sir: 

I  have  the  honor  to  transmit  herewith  a  monograph  on  Education  compiled  from  the  reports  of  tlie  schools. 
So  much  of  success  as  has  attended  the  inquiry  is  hirgely  due   to  the  intelligent  industry  of  the  clerks 
allotted  to  the  work.     It  would  be  invidious  to  mention  individual  names  beyond  that  of  Dr.  John  W.  Porter,  whose 
departmental  experience  was  so  valuable  in  the  earlier  part  of  the  work  and  whose  labors  in  the  office  were  closed 
by  death. 

N'ery  respectfully,  your  obedient  servant, 

JAMES  11.  BLOD(iETT, 
Special  Agent  in  charye  Educational  .Statistic-^. 

Carroll  I).  Wright, 

Commissioner  »/'  l.tihor  in  ihiirge. 


TJNIVERSITT 


INSTITUTIONS. 


PLAN  OF  INVESTIGATION. 

The  Ceusus  Office  is  strictly  pledged  to  privacy  as  regards  the  affairs  of  individuals,  and  particulars  furnished 
are  grouped  with  those  of  like  character,  the  facts  for  any  private  school,  academy,  or  other  institution  not  being 
shown  separately. 

It  is  the  popular  custom  to  make  two  great  divisions  of  schools,  public  and  private.  This  office  has  treated 
separately  the  private  schools  known  as  parochial  schools,  which  are  the  elementary  schools  supported  by  religious 
congregations  with  the  dominant  purpose  of  inculcating  their  special  faiths.  Parochial  S(!hool.s,  as  treated  here, 
do  not  include  temporary  ciatechetical  or  confirmation  classes  where  religious  instruction  only  is  given. 

There  are  many  schools  whose  relations  are  in  part  public  and  in  part  private.  For  the  purpose  of  the  Census 
Office  a  school  was  deemed  public  whose  management  was  in  the  hands  of  public  authorities,  which  was  taught  in 
a  public  school  house  by  teachers  selected  by  public  officers  and  directly  responsible  to  such  officers. 

In  considerable  portions  of  the  country  schools  are  maintained  at  public  expense  for  certain  months,  after 
which  the  teachers  are  allowed  the  use  of  the  public  school  property  with  such  compensation  as  they  can  secure 
from  pupils.    The  added  time  in  such  cases  is  essentially  an  extension  of  the  school  supported  by  public  funds. 

In  some  sections  schools  are  supjwrted  for  a  time  by  public  funds  in  churches  or  other  buildings  not  owned  by 
the  public,  which  buildings  are  left  wholly  in  private  control  after  the  public  school  fund  is  exhausted.  For  these 
schools,  public  part  of  the  year  and  private  part  of  the  year,  a  special  form  of  statement  was  given  at  the  bottom 
of  the  schedule  to  show  how  long  the  respective  public  and  private  terms  continued. 

A  school  has  been  deemed  private,  even  though  largely  supported  by  public  funds,  if  its  control  is  in  the  hands 
of  individuals  or  of  an  association,  chartered  or  otherwise,  and  the  property  is  not  owned  or  maintained  by  public 
authorities. 

There  are  institutions,  especially  in  southern  states,  which  contract  with  local  authorities  to  do  the  work  of 
public  schools  for  certain  months  in  their  own. buildings,  with  their  own  teachers,  and  receive  jniblic  ftinds.  There 
are  academies  in  New  England  that  contract  with  public  authorities  to  teach  the  pupils  of  high  school  standing. 
Like  examples  occur  in  many  states.    Such  institutions  are  deemed  private  schools. 

The  prevailing  lines  of  work  in  the  public  schools  of  the  country  are  known,  without  question,  to  be  elementary. 
The  true  high  schools  are  mainly  secondary.  It  was  deemed  best  not  to  burden  the  general  schedule  with 
investigations  of  the  courses  of  study,  important  as  they  are,  beyond  the  question  whether  a  high  school  enrollment 
was  included  in  the  return.    The  superior  public  institutions  were  reached  by  other  schedules. 

This  investigation  met  with  a  most  cordial  response  in  general,  and  with  extraordinary  special  efforts  to 
facilitate  the  work  in  i)articular  cases.  Changes  of  officers  and  teachers  during  the  year  proved  an  obstacle  to 
complete  returns  in  some  instances. 

In  the  Tenth  Cetisus  a  vast  amount  of  material  regarding  education  was  collected,  but  the  wealth  of  detail 
gathered  was  an  embarrassment,  for  it  could  not  be  made  ready  for  publication  in  time  to  save  it.  In  marking  out 
the  lines  of  inquiry  among  schools  for  the  Eleventh  Census  it  was  determined  to  use  a  small  number  of  (piestions 
that  might  be  readily  answered  and  whose  results  could  be  quickly  published.  It  was  observed  that  while  many 
])articulars  as  to  teachers  and  pupils  are  matters  of  record  in  the  United  States,  the  use  of  some  items  is  intensely 
local,  and  not  a  single  fact  is  uniformly  recorded  throughout  the  country. 

The  plan  was  to  endeavor  to  secure  only  the  leading  facts,  since  the  varying  methods  of  record  for  the  year 
to  be  reported  were  already  past  changing  in  portions  of  the  country  when  the  Census  Office  was  organized. 

It  was  the  effort  to  gather  educational  facts  in  the  following  order:  iirst,  accoi-ding  to  their  importance; 
second,  according  to  the  readiness  with  which  they  could  be  furnished;  third,  according  to  the  facility  with  which 
the  results  could  be  combined  and  published.  Under  the  first  principle  of  selection  it  was  desirable  to  know:  (a) 
How  many  go  to  school!  (b)  Who  go  to  school,  indicated  by  age,  sex,  and  race?  (c)  How  long  do  they  go?  {d) 
What  is  the  character  of  the  work  done,  as  elementary,  secondary,  or  superior  ?  questions  applicable  in  nearly  every 
point  to  both  teachers  and  pupils.  The  financial  questions  were  left  to  be  treated  by  the  census  division  of  wealth, 
debt,  and  taxation.  Under  the  second  and  third  principles  of  selection  it  was  the  intention  from  the  outset  to 
utilize  customary  local  reports  to  the  utmost  possible  extent  to  save  confusion,  trouble  to  local  officers,  and  time  in 

1 


2  EDUCATION. 

reaching  results.  Few  persons  have  weighed  the  cost  of  a  census  question,  and  many  seem  to  feel  that  a  census  is  a 
suitable  opportunity  to  ask  questions,  on  the  presumption  that  another  question  makes  no  addition  to  the  labor. 
One  question  that  could  be  answered  by  yes  or  no  would  demand  at  least  one  second  for  a  reply  from  each  person 
to  whom  it  was  addressed,  and  another  second  for  combining  the  reply  with  other  replies  in  the  central  office. 
For  the  simplest  possible  inquiry  pertaining  to  each  inhabitant  this  would  amount  nearly  to  the  service  of  100 
enumerators  for  a  month  customarily  allowed  within  which  to  secure  the  facts  and  the  work  of  8  clerks  for  one  year 
to  tabulate  them. 

Under  the  imperative  demands  of  the  situation  the  schedules  for  the  public  common  schools  were  condensed 
to  the  following  form : 


The  enrollment  for  the  year  ending , 

1890,  was: 

White. 

Colored. 

Aggregate. 

Eeuiarks. 

Male  pupils 

Female  pupils 

Total 

Male  instructors  employed 

Female  instructors  employed 

Total 

Is  any  high  school  department  included  ahovef  

If  any  high  school  department  is  included,  please  make  the  proper  entries  helow. 
The  high  school  enrollment  included  above  was : 
(Here  followed  a  blank  statement  like  the  above.) 

With  the  question  whether  a  high  school  enrollment  was  included,  there  were  in  all  3  questions  as  to  teachers, 
3  as  to  pupils,  and  1  as  to  the  school. 

A  schedule  for  a  like  purpose  was  sent  to  each  obtainable  address  for  private,  parochial,  and  professional 
schools.  All  complicated  inquiries  were  rigidly  excluded,  and  only  the  number,  sex,  and  color  of  the  teachers  and 
pupils  were  sought,  with  such  added  questions  as  to  the  control  of  a  school  and  its  relation  to  public  funds  as 
would  enable  this  office  to  determine  its  classification  as  public,  private,  or  under  the  subdivision  of  parochial,  and 
some  statemen  of  its  work  that  would  indicate  whether  it  was  doing  elementary,  secondary,  or  superior  work,  or 
work  of  a  professional  character. 

The  census  law  contemplated  taking  the  customary  year  ending  nearest  June  1,  1890,  to  enable  reports  to  be 
prepared  with  the  least  possible  trouble.    The  years  in  the  states  and  territories  ended  as  follows : 


Alabama September  30, 1890 

Arizona June  30, 1890 

Arkansas June  30, 1890 

California June  30,1890 

Colorado June  30, 1890 

Connecticut July  14, 1890 

Delaware June  30,1890 

District  of  Columbia June  30, 1890 

Florida September  30, 1890 

Georgia December  31, 1889 

Idaho September    1, 1890 

Illinois June  30, 1890 

Indiana August  31, 1890 

Iowa September  15, 1890 

Kansas June  30,1890 

Kentucky June  30, 1890 

Louisiana December  31, 1889 

a  Greer  county  only. 


CLOSE  OF  SCHOOL  YEAR. 

Maine April    1,1890 

Maryland July  31, 1890 

Massachusetts May    1, 1890 

Michigan  September    1,1890 

Minnesota July  31,1890 

Mississippi October    1, 1890 

Missouri June  30, 1890 

Montana August  31, 1890 

Nebraska July  14,1890 

Nevada August  31, 1890 

New  Hampshire March    1, 1890 

New  Jersey August  31,  1890 

New  Mexico December  31 ,  1889 

New  York July  25, 1890 

North  Carolina June  30, 1890 

North  Dakota June  30, 1890 


Ohio  August 

Oklahoma  (a) August 

Oregon March 

Pennsylvania June 

Rhode  Island April 

South  Carolina November 

South  Dakota June 

Tennessee June 

Texas August 

Utah June 

Vermont June 

Virginia July 

Washington June 

West  Virginia June 

Wisconsin June 

Wyoming August 


31, 1890 
31, 1890 
3,1890 
2, 1890 
30, 1890 
1,1890 
30, 1890 
30, 1890 
31, 1890 
30, 1890 
30, 1890 
31, 1890 
30, 1890 
30, 1890 
30, 1890 
31, 1890 


Schools  of  the  .territory  organized  after  census  year,  to  close  June  30,  annually. 


It  was  plain  that  a  general  view  of  the  kind  of  work  done  by  the  schools  could  be  derived  from  the  usual 
published  reports,  and  that  the  age  of  pupils  was  suggestively  limited  by  the  state  and  city  laws  regarding  the 
school  age. 

What  may  be  called  the  measure  of  effectiveness  of  teaching  or  the  time  spent  in  teaching,  and  the  like 
measure  of  the  attendance  of  pupils,  matters  of  prime  importance,  were  omitted  because  results  for  the  nation 
could  not  be  obtained  in  present  conditions.  Such  national  tables  as  have  been  anywhere  published  to  show  the 
total  time  sj)ent  in  teaching  or  in  attendance  at  school  have  be^p  very  largely  based  upon  estimates. 


INSTITUTIONS.  3 

The  following  states  embody  the  time  taught  in  their  customary  reports,  or  give  data  from  which  the  aggregate 
service  of  teachers  may  be  more  or  less  fully  deduced:  Alabama,  Delaware,  Kansas,  Michigan,  Mississippi, 
Missouri,  Nebraska,  Pennsylvania,  Rhode  Island,  South  Dakota,  West  Virginia. 

There  has  been  earnest  co-operation  of  a  great  multitude  of  institutions  and  instructors  regarding  the  inquiries 
as  to  private  and  parochial  schools. 

The  advantages  of  adopting  the  possibilities  of  ready  reply  and  prompt  compilation  and  publication  of  the 
facts  as  principles  of  framing  inquiries  were  clearly  shown  in  the  outcome.  The  Census  Office  was  enabled  by 
June,  1891,  to  publish  statements  for  all  states  by  counties  showing  the  leading  facts.  The  bulletin  form  of 
publication  enabled  the  office  to  give  out  the  facts  for  the  states  nearly  as  fast  as  they  were  ready,  beginning 
before  the  close  of  1890.  Plxcept  for  exigencies  of  wider  effect  than  concerned  education  alone,  the  publication  of 
the  general  facts  could  have  been  made  some  months  earlier. 

CONDITION  OF  SCHOOL  EECORDS. 

The  records  of  public  schools  of  less  than  a  dozen  pupils  each,  thousands  of  which  are  to  be  found  in  the 
country,  must  furnish  a  large  portion  of  the  facts  on  which  town,  county,  or  state  officers  build  up  their  reports. 
If  these  local  records  are  deficient  the  successively  greater  reports  and  the  summary  for  the  census,  utilizing  all 
forms  of  existing  record  to  the  fullest  extent,  must  correspondingly  faU  short  of  a  complete  showing  of  the  work 
of  the  people. 

It  might  be  supposed  that  the  three  elements  of  number,  sex,  and  color,  for  both  teachers  and  pupils,  would 
be  readily  obtainable.  Every  teacher  knows  the  sex  of  a  pupil  when  he  records  the  name.  In  cities  pupils  are 
separated  by  sex  to  a  greater  or  less  extent,  while  at  the  little  country  schoolhouse  each  sex  often  has  a  separate 
recess.  The  race  characteristics  are  plainly  evident  to  teachers  making  inquiry  for  the  nativity  of  parents,  as  is 
customary  in  many  cities.  Any  one  of  these  items,  clear  as  it  may  be  on  any  day  when  one  looks  into  a  schoolroom, 
becomes  a  difficult  question  for  a  past  day  or  term  or  year  without  preserved  record.  There  are  many  districts  in 
the  United  States  for  which  no  one  can  report  even  the  number  of  pupils  after  the  teacher  closes  an  engagement. 

In  many  cities,  counties,  and  states  the  sex  of  pupils  is  not  a  matter  of  record,  and  in  states  where  the  colored 
population  is  sparse  color  is  still  less  frequently  recorded. 

The  following  chart  indicates  the  peculiarities  of  state  and  territorial  pubUc  school  reports  on  these  points  when 
the  census  inquiries  were  agreed  upon : 

STATES  REPORTING  NUMBER,  SEX,  AND  COLOR  OF  PUBLIC  SCHOOL  TEACHERS  AND  PUPILS  JUST  PRIOR  TO  THE 

ELEVENTH  CENSUS. 


STATES  AND  TEKBI- 
TOBIES. 


Alabama 

Alaska 

Arizona 

Arkansas 

California 

Colorado 

Connect  icut 

Delaware 

District  of  Columbia 

Florida 

Georgia 

Idaho 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota 

Mississippi 

Missouri 


FOB  TEACHERS. 


Number. 


Tes. 
Yes. 
Tes. 
Tes. 
Tes. 
Tes. 
Tes. 
Tes. 
Tes. 
Tes, 
Tes. 
Tes 
Yes. 
Tes, 
Tes, 
Tes, 
Tes, 
Tes, 
Tes, 
Tes, 
Tes, 
Tes, 
Tes, 
Tes. 
Tes. 


Sex. 


(6) 


(d) 


.  (/) 


Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

No. 

Tea.  (c) 

No. 

No. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes.  (/) 

Tes. 

Tes. 

Tes. 

Yes. 

Tea. 

Tes.  (5) 


Color. 


Tes. 

No. 

No. 

No. 

No. 

No. 

No. 

Tes. 

Tes. 

Tes. 

No. 

No. 

No. 

Tes. 

No. 

No. 

Tes. 

Tes. 

No. 

Tes. 

No. 

No. 

No. 

Tes. 

Tes.  (ST) 


FOE  PUPILS. 


Number.      Sex.        Color, 


Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Yes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes.  (e) 

Yes. 

Yes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 


No. 

No. 

Tes. 

Tes. 

Yes. 

Tes. 

No. 

No. 

Tes. 

Tes. 

Tes. 

No. 

Tes. 

Tes. 

No. 

Tes. 

No. 

Tes. 

No. 

No. 

No. 

No. 

No. 

Tes. 

Tes. 


Tes. 

Tes. 

No. 

Tes. 

Tes.  (a) 

No. 

No. 

Tes. 

Tes. 

Tes. 

Tes. 

No. 

No. 

Tes. 

No. 

No. 

Tes. 

Tes. 

No. 

Tes. 

No. 

No. 

No. 

Tes. 

Tes. 


STATES  AND  TERRI- 
TOBIES. 


Montana 

Nebraska 

Nevada 

New  Hampshire . 

New  Jersey 

New  Mexico 

New  Tork 

North  Carolina  . . 

North  Dakota  .  - . 

Ohio 

Oklahoma  (h) 

I  Oregon 

Pennsylvania. ... 

I  Rhode  Island 

j  South  Carolina  . . 

I  South  Dakota 

j  Tennessee 

Texas  

[  Utah 

I  Vermont 

Virginia 

Washington 

West  Virginia... 

Wisconsin 

Wyoming 


FOB  TEACBEBS. 


Number.       Sex. 


Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Tes. 

Yes.  (d) 

Yes. 

Yes. 


Yes. 
Yes. 
Yes. 
Yes. 
Ye.*. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yert. 
Yes. 


Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Tes. 


Tes. 
Tes. 
Tes. 
Yes. 
Yes. 
Tes. 
Tes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Tes. 


Color. 


No. 

No. 

No. 

No. 

No. 

No. 

No. 

Tes. 

No. 

No. 


No. 
No. 

No. 

Tes. 

No. 

Tes. 

Yes. 

No. 

No. 

Yes. 

No. 

Tes. 

No. 

No. 


KOE  PUPILS. 


Number.        Sex 


Tes. 
Tes. 
Tes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 


Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Tes. 
Tes. 
Tes. 
Tes. 
Tes. 
Tes. 
Tes. 
Tes. 
Tes. 


No. 

Tes. 

Tes. 

Tes. 

No. 

Tes. 

No. 

No. 

Tes. 

Tes. 


Tes. 
Yes. 

Yes. 

Yes. 

Yes., 

Yes. 

No.  (i) 

Tes. 

No. 

No. 

Tes. 

Tes. 

No. 

Yes. 


Color. 


No. 

Yes. 

No. 

No. 

No. 

No. 

No. 

Tes. 

No. 

No. 


No. 

No. 

No. 

Tes. 

No. 

Tes. 

Tes. 

No. 

No. 

Tes. 

No. 

Tes. 

No. 

No. 


a  As  county  aggiegate. 

b  In  summer  and  winfair. 

r-  In  part. 

d  Teachers  holding  certificates. 

e  Highest  and  lowest  enrollment,  not  whole  number  in  year. 


/  Number  for  seasons  and  year,  sex  for  seasons  only. 
g  Totals  of  each  sex  and  color,  but  not  the  sex  of  each  color. 
k  No  public  schools  in  the  census  year  except  in  Greer  county. 
i  Except  in  independent  districts. 


4  EDUCATION. 

What  constitutes  a  system  of  public  schools?  How  many  points  of  administration  must  be  tarmonious  in 
different  localities  to  entitle  the  schools  of  these  localities  to  a  place  in  the  same  category?  The  records  of  public 
schools  in  the  different  states  are  exceedingly  diverse.  For  example,  as  to  teachers :  Maine  reports  number  and 
sex  for  spring  and  summer,  fall  and  winter  separately,  and  only  number  for  the  year ;  Connecticut,  number  and 
sex  for  winter  and  summer  separately,  without  number  for  the  year;  Massachusetts,  number  and  sex  for  the  year; 
Delaware,  positions  and  not  persons;  North  Carolina,  number,  sex,  and  ra(!e  of  licensed  teachers,  leaving  the 
number  and  race  of  employed  teachers  to  be  derived  from  the  number  of  schools  of  each  race;  Idaho,  number 
and  sex  of  licensed  teachers  only;  Missouri,  number  of  teachers,  white  and  colored,  male  and  female,  but  not  so 
as  to  show  the  male  or  female  teachers  of  either  race;  Florida,  teachers  by  race  but  not  by  sex;  Arkansas,  teachers 
by  sex  but  not  by  race;  for  1890  the  teachers  of  Indiana  were  reported  to  the  state  superintendent  under  instructions 
to  count  two  or  more  terms  in  a  school  as  one  school  of  the  duration  of  the  combined  terms,  and  to  count  the 
different  teachers,  if  such  were  employed,  as  one  of  the  sex  of  the  one  teaching  the  longer  term.  This  caused  an 
apparent  diminution  in  the  number  of  teachers.  Georgia  does  not  report  teachers  ex(!ept  for  schools  under  lo(!al 
laws.  One  state  gives  two  sets  of  tables  of  enrollment  of  pupils,  another  two  summaries  of  teachers,  without 
expressed  reason  for  a  ditterence.  Extended  correspondence  with  local  officers  was  necessary  to  bring  the  facts 
in  all  these  states  into  some  semblance  of  comparable  form. 

In  bodies  of  population  dense  enough  to  give  them  permanent  employment  the  question,  how  many  teachers, 
might  be  comparatively  simple,  but  in  localities  where  schools  have  but  a  few  weeks'  connected  duration  the  question 
is  more  complicated.  The  record  of  annual  enrollment  of  pupils  is  also  much  simpler  where  schools  have  a 
permanent  organization. 

The  following  states  and  territories  are  accustomed,  directly  or  indirectly,  more  or  less  definitely,  to  report  the 
time  spent  by  pupils  at  school:  Arizona,  Colorado,  Illinois,  Indiana,  Iowa,  Kansas,  Louisiana,  Maine,  Maryland, 
Massachusetts,  Minnesota,  Mississippi,  Missouri,  Montana,  Nebraska,  Nevada,  New  Hampshire,  New  York,  North 
Carolina,  North  Dakota,  Ohio,  Pennsylvania,  Ehode  Island,  South  Carolina,  South  Dakota,  Tennessee,  Vermont, 
Virginia,  Washington. 

This  office  has  occasion  to  rec^ognize  the  hearty  co-operation  of  state  superintendents  of  public  instruction  and 
kindred  officials.  Some  whose  usual  reports  included  the  items  desired  urged  special  care,  promptness,  and  accuracy 
upon  local  officers;  others,  as  indicated,  added  the  item  of  sex  to  their  former  reports;  while  others,  whose  plans 
for  state  reports  were  too  far  advanced  at  the  beginning  of  the  census  to  be  modified,  arranged  to  use  census 
blanks  for  special  iiKpiiry.  The  correspondence  therefore  varied  greatly  foi-  different  states,  exceeding,  where  it 
was  necessary  to  address  school  district  officers,  10,000  addresses  in  a  single  state.  The  co-operation  of  local  officers 
was  also  an  essential  aid. 

The  superintendents  of  the  following  states  and  territories  by  special  effort  furnished  the  Census  Office  the 
particulars  named  for  the  census  year:  Alaska,  Delaware,  Kentucky,  Montana,  North  Carolina,  Virginia,  Wisconsin, 
sex  of  pupils;  the  District  of  Columbia,  sex  of  teachers;  New  Jersey,  color  of  teachers  and  color  and  sex  of  pupils; 
all  of  which  indicates  an  advance  toward  unity  of  plan  of  state  reports. 

The  special  difficulties  in  a  proper  tabulation  of  teachers  are  of  less  practical  importance  than  difficulties  in 
securing  the  true  number  of  pupils,  since  it  is  plainly  known  from  the  general  conditions  that,  except  in  overcrowded 
schools  of  the  cities  and  towns,  the  number  of  teachers  is  relatively  large  for  the  number  of  pupils,  owing  to  the 
multitude  of  very  small  schools.  Statistics  for  teachers  will  improve  quite  as  rapidly  as  general  school  statistics. 
Some  of  the  hindrances  in  securing  accuracy  of  reports  as  to  teachers  are  closely  kindred  to  those  which  interfere 
with  accuracy  as  to  pupils.  Throughout  the  union,  with  rare  exception,  the  weak  districts  with  brief  school 
engagements  during  tlu*  year  are  liable  to  add  term  reports  to  make  the  annual  report,  showing  several  teachers 
when  no  more  than  one  was  employed  at  one  time.  This  kind  of  duplication  is  by  no  means  confined  to  the  brief 
engagements  of  weak  districts;  term  reports  of  some  important  schools  are  added  to  make  annual  reports. 

In  a  district  which  has  had  one  teacher  in  summer  and  another  in  the  winter,  the  returning  officer  sometimes 
is  puzzled  over  a  doubt  whether  to  return  one  teacher,  the  number  required  at  anytime  during  the  year,  or  two  or 
more  that  might  represent  the  different  individuals  who  actually  rendered  some  service.  His  uncertainty  is 
increased  when  all  the  persons  employe4  are  not  of  one  sex.  The  report  of  time  sj^ent  in  teaching,  already  in  use 
in  some  states,  gives  promise  of  a  better  basis  of  comparison,  as  the  days  taught  by  men  and  the  days  taught  by 
women  would  more  fully  represent  the  woi'k  of  men  and  women  as  teachers  than  the  statement  of  the  number  of 
each  sex  who  did  service  enough  to  be  called  teachers,  and  the  combined  service  of  the  men  Hud  women  would  at 
once  present  one  view  of  the  teaching  effectiveness. 

In  a  region  of  brief  school  engagements  one  person  during  the  year  may  serve  more  than  one  district.  It  was  in 
this  way  that  in  a  county  of  Georgia  72  teachers  taught  86  schools,  and  in  a  county  of  Florida  5  colored  teachers 
taught  7  schools. 

The  number  of  pupils  enrolled  in  the  year,  at  first  glance,  seems  a  simple  inquiry  that  should  receive  a  clear 
reply.    In  fact,  it  is  far  otherwise. 

Two  serious  conditions  interfere  with  accuracy  of  record.  One  may  be  termed  a  frontier  difficulty,  but  frontier 
conditions  exist  in  old,  feeble  districts  as  well  as  in  the  infant  districts  of  new  settlements.    When  a  school  can  be 


INSTITUTIONS.  5 

maintained  but  a  few  weeks  at  a  time,  its  records,  even  if  properly  made,  are  apt  to  be  lost  tbrougli  inadequate 
provision  for  tbeir  preservation.  The  primary  need  in  some  parts  of  the  country  is  tlie  i)reservati()u  of  the  records 
of  transient  schools.  In  one  state  the  superintendent  shows  that  hundreds  of  districts  are  delinquent  in  their 
reports,  and  a  like  complaint  comes  from  others. 

When  this  frontier  diflBculty  of  imijerfect  or  lost  records  is  remedied,  a  second  arises  of  even  more  formidable 
numerical  proportions,  namely,  duplication.  This  may  occur  by  adding  enrollment  of  difterent  brief  terms  in  a 
district  with  temporary  schools  to  obtain  the  annual  enrollment,  or  it  may  arise  by  treating  every  transfer, 
promotion,  or  return  after  i)rotracted  absence  as  an  original  entry,  so  that  the  first  result  of  securing  complete 
records  may  be  an  exaggerated  annual  enrollment.  This  form  of  error  is  not  confined  to  schools  with  transient 
terms.  In  a  recent  state  report  are  returns  from  one  school  for  the  professional  training  of  teachers,  giving  the 
separate  enroUnuMit  for  each  of  three  terms  into  which  the  year  is  divided  and  combining  the  three  as  a  total.  In 
the  same  rejiort  are  included  the  returns  of  a  kindred  school,  showing  tlie  ''whole  number  of  difterent  i)crsons 
enrolled  during  the  year  ".    The  returns  given  for  the  two  schools  are  not  comparable. 

Lesser  sources  of  error  will  attra(;t  the  attention  of  vigilant  school  ofiicers. 

The  late  John  Hancock,  a  man  prominejit  in  his  appreciation  of  accuracy  in  statistics,  while  protesting  against 
an  excessive  refinement  of  figures,  may  be  advantageously  quoted  upon  the  first  great  source  of  duplication  just 
named.     In  his  last  published  report  as  state  commissioner  of  common  schools  of  Ohio,  1890,  pages  C,  7,  he  said: 

To  get  complete  and  correct  school  statistics  seems  almost  impossible.  To  obtain  fairly  correct  statistics  from  the  separate  districts 
is  not  so  difficnlt,  since  in  this  class  of  schools  teachers  are  employed  for  the  whole  school  year  and,  with  the  rarest  exceptions,  teach  out 
the  time  for  which  they  arc  employed.  On  the  other  hand,  in  a  very  large  portion  of  the  township  subdistricts  2  teachers  are  employed 
for  the  same  st'hool  eiich  year,  and  in  some  of  these  districts  3  teachers  are  so  employed.  These  statements  are  verified  by  the  following 
figures:  the  last  year  the  number  of  teachers  required  to  supply  the  separate  district  schools  was  7,414,  the  township  schools  12,112. 
The  number  of  difterent  teachers  employed  in  the  separate  districts  was  7,568,  showing  a  change  of  but  154  teachers;  but  the  number  of 
different  teachers  employed  in  the  township  district  schools  was  17,.592,  indicating  a  change  of  5,480  teachers.  This  showing  reveals  the 
chief  source  of  the  inaccuracy  of  the  statistics  of  this  class  of  schools.  The  course  pursued  in  making  returns  to  the  county  auditor 
frequently  is  as  follows :  A  teaches  a  school  of  4  months  in  a  certain  subdistrict,  and  makes  his  report  to  the  township  clerk  of  the  number 
of  pupils  enrolled,  the  average  enrollment,  and  the  average  daily  attendance.  He  is  succeeded  the  same  school  year  by  B,  who  teaches 
a  term  of  3  months,  and  at  its  close  makes  a  report  to  the  township  clerk  similar  to  that  of  A.  Now,  probably  three- fourths  of  the  pupils 
enrolled  by  B  had  been  enrolled  by  A.  When  the  township  clerk  makes  up  his  report  for  this  subdistrict,  he  simply  adds  these  2  reports 
together,  thus  obtaining  the  results  for  the  school  year,  and  thus  counting  a  large  number  of  the  pupils  twice.  In  this  way  the  total 
enrollment,  the  a\erage  monthly  enrollment,  and  the  average  daily  attendance  are  made,  in  some  instances,  from  50  to  75  per  cent  too 
large. 

»  #  »  -yyg  shall  be  strictly  within  bounds  if  we  estimate  the  excess  of  the  registered  enrollment  above  the  true  in  the  township 
districts  at  not  less  than  from  50,000  to  75,000  and  the  excess  of  the  average  monthly  enrollment  and  average  daily  attendance  in  the 
same  proportion. 

The  same  general  conditions,  modified  in  detail  by  local  municipal  organizations,  prevail  throughout  most  of 
the  union.  Wherever  there  are  districts  so  weak  as  to  maintain  but  brief  engagements  with  different  teachers  in 
different  portions  of  the  year  there  are  to  be  found  similar  probabilities  of  duplication. 

The  superintendent  of  public  instruction  of  Arizona  names  a  uniform  system  of  records  and  accounts  as  the 
most  urgent  reform  needed  in  the  public  schools,  a  sentiment  that  with  more  or  less  earnestness  finds  response  in 
old  states  and  new  territories  almost  universally. 

In  some  portions  of  the  union  omission  to  report  operates  to  diminish  aggregates.  For  the  census  year 
conspicuous  examples  were  "New  Mexico,  Alabama,  and  Arkansas.  New  Mexico  is  in  a  peculiar  condition  owing 
to  the  exceedingly  sparse  population  and  traditions  of  civilization  and  language  unlike  those  of  most  of  the  country, 
having  been  taken  into  our  limits  not  by  an  assimilating  immigration  but  by  conquest.  The  prospect  is  better  for 
future  attempts  to  obtain  the  facts. 

The  general  population  of  New  Mexico  is  not  in  the  United  States  by  any  act  of  its  own.  It  was  the  strong 
grasp  of  our  hands  that  took  a  great  tract  into  our  borders  and  endowed  its  Spanish  speaking  whites  and  sedentary 
Indians  with  citizenship,  without  asking  their  wishes  or  requiring  any  preparation  on  their  part  except  that  they 
were  Mexican  citizens  at  the  time  of  the  treaty.  The  region  has  been  but  gradually  aff"ected  by  the  customs  of 
English  speaking  people.  The  Spanish  language  still  prevails  over  broad  areas,  and  all  public  effort  of  the  people 
is  still  closely  related  to  the  work  of  the  church  of  their  fathers.  The  national  government  publishes  laws  important 
to  New  Mexicans  in  Spanish  as  well  as  in  English.  The  public  schools,  up  to  the  law  of  February,  1891,  were  almost 
indistinguishable  from  church  schools.  For  New  Mexico,  therefore,  in  its  transition  condition,  neither  church 
authorities  nor  public  school  authorities  can  definitely  tell  what  enrollment  or  what  expenditure  ought  to  be  credited 
to  each.  The  children  have  been  religiously  taught,  the  teachers  have  been  supported,  the  parents  have  been 
satisfied;  but  there  is  scanty  record  of  particulars.  The  Catholic  faith  predominates,  and  the  schools  under  the 
control  of  Catholic  patrons  outnumber  those  definitely  reported  under  the  charge  of  the  Catholic  Church. 

Close  accuracy  can  not  be  claimed  for  the  statistics  of  public  schools  in  New  Mexico,  but  they  are  believed  to  be 
more  nearly  accurate  than  any  hitherto  published.  The  territorial  auditor,  then  ex-oflicio  superintendent  of  schools, 
published  early  in  1890  a  report  for  most  of  the  counties  for  the  calendar  year  1889.    The  Census  OfiQce  had  much 


6  EDUCATION. 

correspondence  and  conference  with  territorial  and  local  officials  and  ex-officials  to  perfect  the  report.  The 
governor  published  a  table  of  school  statistics  in  his  report  submitted  to  the  Secretary  of  the  Interior  September 
15, 1890,  as  nearly  perfect  "as  it  has  been  possible  to  make  it  from  the  reports  received".  By  the  aid  of  the 
governor  and  others  additional  approach  to  accuracy  was  afterward  made.  One  published  error  was  the  school 
census  for  the  school  enrollment  of  certain  counties. 

To  appreciate  the  difficulties  of  securing  correct  returns,  and  especially  of  replacing  records  for  a  past  year,  it 
is  to  be  borne  in  mind  that  the  large  proportion  of  the  people  speaking  only  Spanish  is  a  small  hindrance  compared 
with  the  immense  area  of  the  counties.  One  county  is  almost  as  large  as  the  state  of  Maine;  7  counties  are  each 
larger  than  any  other  New  England  state.  When  cities  massing  compactly  upon  a  few  square  miles  a  greater 
population  than  all  New  Mexico  and  having  long  established  systems  of  record  find  difficulty  in  making  accurate 
returns  of  the  boys  and  girls  in  their  schools,  it  can  not  be  expected  that  errors  will  be  eliminated  from  the  reports 
of  these  great  sparsely  settled  frontier  counties. 

Alabama  and  Arkansas  were  free  from  the  extreme  peculiarities  that  showed  themselves  in  New  Mexico,  and 
therefore  more  properly  exemplify  such  hindrances  to  accuracy  as  occur  in  many  states.  With  better  local  records 
Alabama  would  make  a  better  showing.  The  state  officials  of  Arkansas  complain  of  the  deficiency  of  records  from 
the  inauguration  of  public  school  legislation  to  the  present  time.  The  county  examiners  complain  of  the  neglect 
of  district  officers  to  furnish  the  enrollment  of  pupils,  so  that  the  county  reports  do  not  represent  the  full  school 
attendance. 

Distinguished  educators  are  justified  in  the  belief  that  one  immediate  effect  of  improving  the  records  will 
often  be  an  apparent  loss  in  enrollment,  even  when  the  number  of  diflPerent  pujiils  is  actually  greater.  This  is 
illustrated  in  the  following  letter,  which  also  emphasizes  the  imjiracticability  of  fair  comparison  through  records 
kept  in  dissimilar  methods: 

Commonwealth  of  Pennsylvania, 

Department  of  Public  Instrdction, 

Harrisburg,  March  13,  1891. 
Dear  Sir: 

Permit  me  to  invite  your  attention  to  important  facts  in  making  comparison  of  educational  statistics  of  Pennsylvania.  A  cbange 
wafl  made  in  the  statistics  of  Philadelphia  in  the  report  of  this  department  for  1887,  and  has  been  adhered  to  in  all  subsequent  reports, 
reducing  the  reported  number  attending  school  by  70,000,  or  from  177,853  in  1886  to  107,807  in  1887.  It  was  seen  that  in  each  year  the 
average  attendance  was  reported  at  99,400.  Investigation  showed  that  when  Philadelphia  reported  "number  of  pupils  registered"  she 
gave  the  sura  of  names  on  all  the  rolls  of  the  several  schools.  Thus  every  pupil  promoted  was  enrolled  more  than  once.  All  promotions 
are  therefore  included  in  the  number  given. 

When,  therefore,  a  comparison  is  made  of  the  number  of  pupils  in  Pennsylvania  in  1880  with  that  of  1890  the  increase,  from  the 
tables,  appears  to  be  in  your  bulletin  but  1.59  per  cent,  while,  as  you  will  see  from  the  inclosed  sheet,  outside  of  Philadelphia  it  has 
been  10.24  per  cent,  and  even  greater  in  Philadelphia. 

The  basis  of  computation  of  attendance  in  Philadelphia,  given  in  the  report  of  this  department,  is  now  the  number  of  children  in 
the  schools  at  the  close  of  their  school  year  in  December. 

Very  truly,  D.  .T.  Waller,  .Jr., 

Robert  P.  Porter,  Superintendent  Public  Instruction. 

Superintendent  of  Census,  Washington,  D.  C. 

Under  date  of  March  24,  1891,  Superintendent  Waller  writes  as  follows: 

As  to  the  statistics  on  page  viii,  Report  of  Superintendent  Public  Instruction,  Pennsylvania,  for  1890,  849,05.5  is  the  total  number 
of  pupils  enrolled  in  the  state  outside  of  Philadelphia,  but  it  does  not  include  any  repetitions  arising  from  promotions.  Philadelphia's 
"number  of  pupils  in  school  at  end  of  year,"  116,389,  is  the  number  in  attendance  .at  the  end  of  December.  Philadelphia  is  not  under 
our  general  school  law,  but  has  a  body  of  legislation  specially  designed  for  her;  hence  the  statistics  do  not  conform  to  those  sent  in 
from  the  rest  of  the  state.     There  is  an  element  of  discrepancy,  but  it  is  much  smaller  than  heretofore. 

An  obstacle  to  fair  comparison  still  remained  in  that  the  Philadelphia  returns  showed  the  enrollment  at  a 
selected  date,  not  the  number  of  diflferent  pupils  in  the  year.  The  number  originally  published,  116,389,  is  the 
enrollment  for  Philadelphia  as  given  for  1889  by  the  city  superintendent.  It  proved  to  be  the  enrollment  for  the 
last  day  of  the  year  only,  and  the  superintendent  meantime  had  changed  his  field  of  labor.  One  of  the  assistant 
superintendents  wrote  that  there  were  no  data  for  a  definite  statement  of  the  different  pupils  enrolled  in  1889,  but 
that  159,255  might  be  considered  a  very  close  approximation.  This  adds  42,866  to  the  enrollment  of  December 
.31,  1889,  and  correspondingly  increases  the  state  enrollment  and  the  ratio  of  gain  in  the  decade.  The  ratio  of 
gain  would  be  apparently  greater  if  the  proper  deduction  for  duplicates  in  1879  were  practicable. 

The  public  school  enrollment  of  the  Dakotas  has  been  phenomenal.  In  a  number  of  counties  in  South  Dakota 
the  S(;liool  enrollment  exceeds  the  school  census,  for  which  the  correspondence  of  this  office  develops  two  reascms: 

1.  Duplication  by  attendance  of  pupils  in  more  than  one  district,  greatly  enlarged  by  the  changes  of  residence 
of  families  trying  different  locations.  One  district  may  have  a  summer  school  and  an  adjacent  district  only  a 
winter  school,  the  same  pupils  in  part  attending  both. 

2.  The  enrollment  of  those  who  are  too  young  or  too  old  for  the  school  census,  which  in  the  Dakotas  takes 
only  those  between  7  and  20  years  of  age. 

In  the  Dakotas  the  duplication  of  enrollment  that  comes  of  the  change  of  residence  within  the  year  seems  to 
have  been  relatively  large.    New  settlers  make  their  homes  with  a  degree  of  restlessness  that  often  involves  a 


INSTITUTIONS.  7 

trial  of  several  locations.  In  the  great  inpouring  to  Dakota  this  temporary  residence  seems  to  have  attained 
unusual  importance.  In  certain  counties  half  or  more  of  the  population  are  reported  to  have  changed  their  homes . 
within  the  year  from  various  exigencies  of  agriculture  or  mining.  One  fact  that  is  emphasized  by  this  explanation 
of  duplicates  is  that  immigrants  organized  schools  with  remarkable  promptitude,  so  that  the  uncertain  mover  was 
out  of  the  reach  of  the  schoolhouse  less  frequently  than  in  most  settlements  of  like  age.  To  this  is  to  be  added 
a  special  development  of  the  duplication  that  came  of  gatheriiig  from  adjacent  districts  in  the  one  that  for  the 
time  had  a  school,  concentrating  in  one  district  in  summer  and  in  another  district  in  winter,  but  the  perplexing 
situation  is  not  without  its  testimony  to  the  interest  of  the  people  in  education.  Instances  occur  where,  as  in  New 
England,  districts  pay  for  transportation  and  tuition  at  schools  out  of  their  jurisdiction. 

The  confusing  influence  of  duplicated  enrollment  is  generally  recognized,  but  not  generally  adequately  met. 
The  commissioner  of  public  schools  of  llhode  Island,  in  his  manuscript  report  to  the  Census  Oifice,  had  rejected 
6,011  names  reported  as  duplicated  in  the  same  town.  In  further  revision  he  rejected  1,,390  as  enrolled  in  more 
than  one  town,  leaving  52,774  different  pupils  in  the  public  schools  at  some  time  in  the  year,  losing  almost  one-eighth 
of  the  apparent  number  by  reduction  to  the  real  number.  The  full  detection  of  duplications  for  a  large  state  can 
hardly  be  expected,  but  single  counties,  cities,  towns,  or  districts  may  hopefully  emulate  these  efforts  in  Rhode 
Island,  Pennsylvania,  and  elsewhere  in  dealing  with  duplications  within  their  own  borders. 

Sex  is  recognized  at  a  glance  in  the  schoolroom,  but  when  the  names  of  boys  and  girls  have  been  recorded 
without  distinction  it  is  a  laborious  task  to  separate  them,  sometimes  even  wholly  impracticable.  The  distinction 
of  sex  was  given,  just  preceding  the  census,  in  state  reports,  except  in  those  of  the  following  states  and  territory: 
Alaska,  Alabama,  Connecticut,  Delaware,  Idaho,  Iowa,  Kentucky,  Maine,  Maryland,  Massachusetts,  Michigan, 
Minnesota,  New  Jersey,  New  York,  North  Carolina,  Texas,  Vermont,  Virginia,  and  Wisconsin.  Vermont  has  two 
sets  of  returns  of  school  enrollment  whose  aggregates  vary  by  3,328,  The  returns  indorsed  by  the  state 
superintendent  as  preferable  do  not  indicate  sex. 

Although  the  law  of  Alabama  requires  teachers  to  forward  complete  quarterly  reports  to  the  county 
superintendents  showing  the  sex  and  race  of  pupils,  the  state  reports  do  not  show  the  sex,  and  the  state  total  is 
seriously  affected  by  delinquencies,  even  of  the  separate  districts. 

The  chief  school  officer  of  each  of  the  following  states  and  territory,  by  a  special  effort,  secured  the  information 
as  to  sex  for  the  report  for  the  census  year:  Alaska,  Delaware,  Kentucky,  New  Jersey,  North  Carolina,  Virginia, 
and  Wisconsin. 

Some  state  officers  declared  that  it  would  be  impossible  to  secure  the  statement  by  sex  for  the  census  year. 
Fortunately  county,  town,  or  district  officers  in  some  of  the  states  that  do  not  embody  sex  or  color  in  their  state 
reports  were  able  to  furnish  the  facts  more  or  less  fully.  Unimportant  as  sex  may  seem  in  the  great  mass  of 
elementary  public  schools  with  nearly  equal  numbers  of  boys  and  girls,  it  becomes  an  element  of  great  importance 
in  some  localities,  as  in  a  vast  sparsely  settled  county  of  New  Mexico  where  30  boys  are  reported  at  school  for  1 
girl,  and  in  towns  where  special  occupations  draw  more  heavily  on  one  sex  than  on  the  other.  It  is  yet  more 
important  in  determining  whether  the  high  schools  are  equably  influencing  the  older  pupils  of  the  land,  and  in 
settling  how  far  the  high  schools  fail  to  reach  boys  as  comi^ared  with  girls. 

The  numbers  of  colored  pupils  reported  by  local  officers  were  embodied  in  the  census  tables,  which  for  the 
states  taking  no  regular  notice  of  this  element  must  fall  below  the  real  number.  A  separate  record  of  color  is 
rarely  made  in  most  northern  states.  While  color  has  little  weight  in  localities  known  to  be  almost  or  quite 
exclusively  occupied  by  one  race,  it  has  come  to  be  a  very  important  item  in  national  statistics.  Even  where  no 
record  has  been  kept  it  is  not  difficult  to  note  present  facts,  and  in  connection  with  local  acquaintance  to  estimate 
closely  for  a  i)ast  year.  The  columns  for  white  pupils  of  the  states  making  meager  returns  of  color  contain  the 
uuseparated  colored  teachers  and  pupils,  of  whom  the  number  is  relatively  small. 

In  1880  the  negro  was  called  the  colored  race.  Japanese,  Chinese,  and  Indians  are  now  counted  as  colored. 
The  first  two  are  relatively  unimportant,  and  Indians  have  been  treated  separately  or  as  part  of  the  white 
population,  especially  in  the  southwest.  In  New  Mexico  those  of  Indian  descent  known  as  Mexicans  under  the 
Spanish  formula  have  been  counted  as  whites  in  United  States  censuses. 

Only  the  following  northern  or  western  states  embodied  color  in  their  reports  just  preceding  the  census  year: 
Indiana,  Nebraska,  and  California.  The  state  superintendent  of  New  Jersey  entered  into  the  inquiry  with  great 
interest  and  furnislied  a  report  for  the  census  year  by  counties  to  show  sex  and  color. 


8 


EDUCATION. 


An  extended  correspondence  in  most  states  that  do  not  show  the  sex  of  pupils  in  the  ordinary  state  reports 
secured  what  seemed  to  be  a  reas<inable  basis,  or  the  best  attainable,  for  an  estimate  of  the  relations  of  the  sexes 
in  each  of  the  states  named,  as  follows: 

BASIS  FOR  ESTIMATE  OF  SEX. 


Alabama 

Connecticut  . . 

Idaho 

Iowa 

Maine 

Maryland 

Ma88a<tlm.setts 

Micliigan 

Minnesota 

New  York 

Texas 

Vermont 


Total  enroll- 
ment in  pub- 
lic common 
schools. 


302, 949 
126,  505 

14, 311 
493, 267 
139, 679 
184, 251 
371, 492 
427,032 
281,859 
1,  042, 160 
476,  421 

65,608 


Reported 
by  sex. 


(a) 

85,000 

2,770 

311, 000 

80,000 
163, 310 
170,  000 
226, 000 
170,000 
685,000 

60,000 

58,000 


a  Sex  estimated  from  ratios  in  adjoining  states. 

It  is  simply  Impossible  for  any  one  coming  with  his  inquiries  for  a  year  past  to  secure  accurate  replies  unless 
there  are  records  for  the  facts  he  desires.  With  suitable  records  of  the  salient  facts,  beginning  with  the  individual 
school  and  consolidated  for  each  larger  unit,  the  work  of  making  national  tables  of  these  facts  would  be  a  very 
simple  matter,  involving  very  little  time  and  labor  for  any  year. 

It  is  evident  that  the  value  of  the  tables  for  comparative  purposes  is  greatly  limited  by  want  of  a  continuation 
of  record  of  the  same  facts,  partly  due  to  the  changing  conditions  from  one  decade  to  another. 

The  imperfections  of  the  tables  for  1890  are  clearer  to  no  one  than  to  those  who  prepared  them.  The  defects  for 
any  state  have  a  general  continued  uniformity  from  one  decade  to  another,  so  that  the  comparison  of  the  showings 
of  Massachusetts  in  the  successive  decades,  or  of  those  of  Arkansas  in  like  manner,  would  reveal  the  changes  in 
educational  work  in  either  state  with  a  good  degree  of  fairness.  A  comparison  of  the  returus  of  Massachusetts, 
Ohio,  or  Nebraska  with  those  of  Alabama,  Arkansas,  or  Texas  in  the  same  decade  would  not  represent  the 
comparative  work  in  education  in  different  states  with  any  general  fairness  unless  a  number  of  local  conditions 
were  taken  into  consideration.  Some  states  have  attained  a  regularity  of  reports  that  greatly  adds  to  their  value 
as  indices  of  educational  work,  yet  after  50  years  of  national  school  reports  there  remains  something  to  be  done 
in  framing  such  reports  in  nearly  every  state,  almost  at  the  very  foundation. 

The  variations  in  legal  school  age  and  in  the  interpretation  of  the  laws  must  be  taken  into  account  in 
comparisons  between  states,  and  in  a  much  less  degree  in  comparing  returns  of  different  dates  for  the  same  state, 
which  may  have  changed  its  laws  meantime. 


AGE  AT  WHICH  LEGALLY  ENTITLED  TO  ATTEND  PUBLIC  SCHOOL  IN  CENSUS  YEAR. 


Alab.ama 7—21 

Arizona 6 — 18 

AikaiiHiis 6—21 

Calil'dinia 6 — 21 

Colorado 6—21 

Connecticut 4 — 21 

Delaware 6—21 

District  of  Columbia 6—17 

Florida 6—21 

Georgia 6 — 18 

Idalio 5—21 

Illinois 6—21 

Indiana 6 — 21 

Iowa 5—21 

Kansas 5 — 21^ 

Kentucky 6—20* 

Louisiana 6 — 18 

The  territory  of  Oklalioma  was  formed  too  recently  to  organize  public  schools  in  the  census  year.  A  public 
school  system  was  established  by  an  act  of  the  territorial  legislature  approved  December  5,  1890,  At  an  election 
held  December  30, 1890,  one  person  was  elected  as  president  of  the  school  board  in  each  township  having  a  suflBcient 
school  population,  and  one  member  of  the  sc,hool  board  was  elected  from  each  school  district  thereof,  and  in  each 
city  a  president  and  one  person  from  each  ward  thereof  were  elected  as  members  of  the  school  board.  Private  effort 
anticipated  municipal  organization,  speedy  as  that  was  in  the  new  territory.  Greer  county,  claimed  by  Texas, 
had  public  schools  in  the  census  year. 


Maine 4 — 21 

Maryland 5—20 

Massachusetts No  limit 

Michigan 5 — 20 

Minnesota 5 — 21 

Mississippi 5 — 21 

Missouri 6 — 20 

Montana 5—21 

Nebraska 5 — 21 

Nevada No  limit 

New  Hampshire No  limit 

New  Jersey 5 — 18 

New  Mexico 5 — 20 

New  York 5—21 

North  Carolina 6—21 

North  Dakota 7—20 


Ohio 

Oklahoma  (after  census  year)  . . 

Oregon 

Pennsylvania 

Rhode  Island Local 

South  Carolina 

South  Dakota 

Tennessee 

Texas 

Utah 

Vermont 

Virginia 

Washington 

West  Virginia 

Wisconsin 

Wyoming 


6—21 
6—21 
4—20 
6—21 
rules 
6—16 
7—20 
6—21 
8—16 
6—18 
5—18 
5—21 
5—21 
6—21 
4—20 
6—21 


INSTITUTIONS. 


9 


The  minimum  age  for  free  admission  to  public  schools  varies  from  0  in  Massachusetts  to  8  years  in  Texas;  the 
maximum  varies  from  16  years  in  South  Carolina  and  Texas  upward;  without  limit  in  Massachusetts,  Nevada,  New 
Hampshire,  and  Rhode  Island,  except  that  local  boards  may  prescribe  some  limits  in  the  last  named  state. 

In  Nevada  the  census  school  age  is  6  to  18  years,  but  it  would  appear  that  the  age  for  attendance  is  limited 
only  by  power  given  to  school  trustees  "  to  exclude  from  school  children  under  6  years  of  age  when  the  interest  of 
the  school  requires  it  to  be  done  ". 

Many  of  the  states  prescribe  age  limits  for  the  census  of  children,  for  distribution  of  funds,  for  prohibition  of 
child  labor,  or  for  compulsory  attendance  at  school,  unlike  the  age  limits  within  whi<!h  the  privileges  of  the  public 
schools  are  given.  Nonresidents  and  persons  out  of  age  limits  can  almost  universally  receive  the  benefits  of  the 
public;  schools,  sometimes,  in  solitary  cases,  by  tacit  consent,  and  generally  either  by  legalized  methods  of  account 
against  the  districts  of  their  residence,  or  by  personal  payment  of  fees  when  the  demand  is  suificient  to  influence 
ofticial  action.    In  some  instances  school  privileges  are  positively  restricted  to  residents. 

The  question  is  frequently  raised  why  a  satisftictory  ratio  of  school  attendance  can  not  be  based  on  the  school 
age.  It  is  plain  from  the  table  of  school  ages  and  the  illustrations  given  that  there  is  no  national  school  age,  and 
further,  that  states  having  legal  age  limits  for  school  privileges  vary  widely  in  their  adherence  to  them  or  in  their 
a<ljustments  of  school  iirivilege  to  school  census  age.  A  state  whose  school  census  and  school  privileges  have 
the  same  age  limits  will  make  a  showing  of  essentially  similar  attendance  very  unlike  that  made  by  a  state  whose 
school  census  and  school  privileges  are  for  different  age  limits.  Thus,  in  Massachusetts,  using  a  census  of  those 
from  5  to  15  as  a  guide  to  necessary  provision  of  school  accommodations,  the  enrollment  at  school,  about 
three-eighths  of  1  per  cent  larger  than  the  school  census,  is  without  age  limit,  and  fl.5  per  cent  of  this  enrollment 
is  of  pupils  under  5  or  over -15  years  of  age,  indicating  an  attendance  of  about  9(t  per  cent  of  those  counted  in 
the  school  census.  In  a  state  whose  school  census  and  school  in'ivileges  had  the  same  age  limits  and  with  the 
laws  rigidly  executed,  it  could  not  occur  that  the  school  enrollment  would  exceed  the  school  census,  except  in  rare 
and  i^eculiar  sudden  additions  to  school  population,  as  when  a  multitude  of  new  residents  come  into  a  town  after 
the  day  of  enumeration  to  use  the  schools  the  same  year.  In  all  ordinary  circumstances,  when  using  the  same 
age  limits,  the  enrollment  would  fall  below  the  census  by  the  unavoidable  influence  of  casualty  and  illness,  at 
least. 

The  disturbing  influence  upon  comparison  is  also  marked  when  the  minimum  age  for  a  school  census  is  high 
or  the  maximum  low,  but  either  by  law  or  by  general  consent  the  limitations  are  ignored  in  regard  to  school 
attendance.  For  example,  in  the  Dakotas  the  census  limits  and  the  legal  limits  for  attendance  are  7  to  20  years. 
A  large  per  cent  of  the  children  in  the  schools  of  the  country  and  some  of  those  in  the  Dakotas  are  under  7,  a 
small  per  cent  over  20.  Among  causes  given  by  officers  of  counties  in  South  Dakota  for  an  enrollment  of  pupils 
larger  than  the  school  census  is  the  enrollment  of  those  under  7  or  over  20,  whose  attendance  is  tacitly  allowed. 

On  the  other  hand,  some  communities  and  some  states  rigidly  enforce  the  age  limits.  For  examjile,  Vermont 
was  peculiarly  at  a  disadvantage  for  comparative  statistics  in  the  census  year.  The  maximum  age  limit  for  school 
attendance  had  just  been  reduced  from  20  to  IS  years.  Officers  were  confused  by  the  new  duties  imposed  on  them, 
and,  in  the  words  of  the  state  superintendent  of  education,  "  no  provision  was  made  for  youth  over  18  years  of  age 
and  no  record  of  them  was  made".  Not  only  is  a  fair  basis  wanting  for  comparison  of  school  attendance  in 
Massachusetts  without  limit  and  Vermont  with  a  rigid  limit  but  the  records  in  Vermont  during  the  brief  duration 
of  the  lower  age  limit  of  attendance,  or  the  school  years  ending  in  1889  and  1890,  can  not  be  well  (compared  with 
the  records  of  the  same  state  before  the  lower  limit  was  enacted  and  after  the  higher  limit  was  restored. 

The  unsatisfactory  character  of  state  statistics  as  a  basis  of  national  comparisons  may  be  illustrated  by  the 
accompanying  showing  of  the  relation  of  school  enrollment  to  the  enumeration  of  children  as  taken  by  local 
authority : 

VARIATIONS  OF  AGE  LIMITS  FOR  THE   SCHOOL  CENSUS  AS  REQUIRED  BY  THE  VARIOUS  STATE  LAWS  IN  1890. 


Alabama 7 — 21 

Arizona 6 — 18 

Arkansas 6 — 21 

California  (a) 5 — 17 

Colorado 6 — 21 

Connecticut 4 — 16 

Delaware 6 — 21 

District  of  Columbia 6—17 

Florida  (o) 4—21 

Georgia 6 — 18 

Idaho 5—21 

Illinois 6—21 

Indiana 6 — 21 

Iowa 5—21 

Kansas .5—21 

Kentucky 6—20 

Louisiana 6 — 18 


Maine 4 — 21 

Maryland 5 — 20 

Massachusetts 5 — 15 

Michigan 5 — 20 

Minnesota 5 — 21 

Mississippi 5 — 21 

Missouri 6 — 20 

Montana  (a) 4 — 21 

Nebraska 5 — 21 

Nevada 6 — 18 

New  Hampshire 5 — 15 

New  Jersey 5 — 18 

New  Mexico 5 — 20 

New  York 5—21 

North  Carolina ^—21 

North  Dakota 7—20 

a  Seu  text  immediately  following. 


Ohio 6—21 

Oklahoma  (after  census) 6 — 21 

Oregon 4 — 20 

Pennsylvania 6 — 21 

Rhode  Island 5 — 15 

South  Carolina 6—16 

SouthDakota 7—20 

Tennessee 6—21 

Texas 8—16 

Utah 6—18 

Vermont 5—18 

Virginia 5 — 21 

Washington 5 — 21 

West  Virginia  (n) 6—21 

Wisconsin 4 — 20 

Wyoming 6 — ^21 


10 


EDUCATION. 


Some  desirable  explanations  that  can  not  be  conveniently  represented  in  so  compact  a  table  are  here  added. 

The  law  in  California  requires  a  census  of  all  children  under  17  years  of  age,  specifying  the  age  of  each,  but 
in  the  state  superintendent's  report  (1889-1890)  the  children  between  5  and  17  are  treated  as  the  census  children, 
county  by  county,  although  the  number  of  those  under  5  years  of  age  for  the  state  as  a  whole  is  also  given. 

In  Florida  the  law  requires  a  census  of  those  between  4  and  21  as  well  as  of  those  between  6  and  21,  although 
only  the  latter  are  entitled  to  free  public  school  privileges. 

In  Montana  the  law  calls  for  a  census  of  children  over  4  and  under  21  and  a  separate  census  of  those  under  4. 

In  West  Virginia  the  law  requires  a  census  of  children  in  two  lists,  one  of  those  between  the  ages  of  6  and  16 
years,  the  other  of  youths  between  16  and  21  years  of  age. 

The  next  table  gives  the  states  in  the  order  of  per  cent  of  enrollment  on  enumeration  essentially  according  to 
their  own  reports,  omitting  a  number  which  either  gave  no  enumeration  or  gave  it  for  a  year  diiierent  from  that 
of  the  enrollment.  Certain  states  carry  the  same  enumeration  two  years  or  more,  but  most  states  make  return  of 
both  enumeration  and  enrollment  for  the  census  year. 

A  second  table  is  presented  in  immediate  connection  with  the  above  named  table  to  bring  together  for 
comparison  the  states  of  like  age  conditions.  States  whose  school  census  is  limited  between  a  high  minimum  and 
a  low  maximum  will  have  a  greater  portion  of  their  school  population  in  attendance  than  states  otherwise  similar 
which  have  a  low  minimum  and  a  high  maximum  age  for  school  population.  Very  young  children  are  often  kept 
at  home  for  prudential  reasons,  and  many  of  those  approaching  maturity  pass  beyond  the  benefits  of  school. 

APPARENT  RATIO  OF   PUBLIC  COMMON  SCHOOL   ENROLLMENT  TO   THE  ENUMERATION  MADE  UNDER  STATE 

AUTHORITY,  1890— ARRANGED  IN  ORDER  OF  PER  CENT. 


PER  CENT. 

New  Hampshire 172 

Massacliusetts 100 

Texas  (community  coimties) 93 

South  Dakota 91 

Vermont 86 

North  Dakota 82 

Rhode  Island 81 

Delaware 80 

California 79 

Connecticut 79 

Kansas 77 

Iowa 75 

Nevada 74 

Missouri 72 


PER  CENT. 

Nebraska 72 

West  Virginia 72 

Ohio 71 

South  Carolina 71 

Illinois 67 

Indiana 67 

Maine 66 

Michigan 65 

Georgia 64 

Utah 63 

Maryland 62 

Minnesota 62 

Montana 62 


PER  CENT. 

Washington 62 

Arizona 61 

Oregon 61 

Tennessee 61 

Colorado 59 

Wisconsin 59 

Alabama 58 

New  Jersey 57 

Idaho .56 

North  Carolina 55 

Virginia 52 

New  York 51 

Arkansas 48 


APPARENT  RATIO  OF  PUBLIC  COMMON  SCHOOL  ENROLLMENT  TO  THE  ENUMERATION  MADE  UNDER  STATE 
AUTHORITY,  1890— ARRANGED  IN  ORDER  OF  AGE  FOR  PUBLIC  SCHOOL  CENSUS. 


STATES  AND  TERRITORIES. 


Connecticut 

Oregon  

Wisconsin 

Maine 

Montana 

Maaaacliusetts. . 
JJew  Harapsliire 
Rhode  Island  — 

California 

New  Jersey 

Vermont 

Maryland 

Michigan 

Idaho 


School 

census 

age. 


4—16 
4—20 
4—20 
4—21 
4—21 
5—15 
.■i- 15 
5—15 
5—17 
5—18 
.5—18 
5—20 
5—20 
5—21 


Per 
cent. 


61 
59 
66 
62 
100 
172 
81 
79 
57 
86 
62 
65 
.56 


STATES  AND  TERRITORIES. 


Iowa 

Kansas 

Minnesota 

Nebraska 

New  York 

Virginia 

Washington  ... 
South  Carolina 

Arizona 

Georgia 

Nevada 

Utah 

Missouri 


School 

census 

age. 

Per 
cent. 

5-21 

75 

5—21 

77 

5—21 

62 

5-21 

72 

5—21 

51 

5—21 

52 

5—21 

62 

6-16 

71 

6-18 

61 

6—18 

64 

6—18 

74 

6—18 

63 

6—20 

72 

STATES  AND  TERRITORIES. 


Arkansas 

Colorado 

Delaware 

Illinois 

Indiana 

North  Carolina 

Ohio 

Tennessee 

West  Virginia 

North  Dakota 

South  Dakota 

Alabama 

Texas  (community  counties) 


School 

census 

age. 


6—21 
6—21 
6—21 
6—21 
6—21 
6—21 
0-21 
6—21 
6—21 
7—20 
7—20 
7—21 
8—16 


Per 
cent. 


48 
59 
80 
67 
67 
55 
71 
61 
72 
82 
fll 
58 
93 


Ratio  not  obtainable  from  local  records  for  Alaska,  District  of  Columbia,  Florida,  Kentucky,  Louisiana, 
Mississippi,  New  Mexico,  Pennsylvania,  and  Wyoming.    Oklahoma  had  no  public  school  records. 


INSTITUTIONS.  11 

It  is  to  be  remembered  that  some  states  with  a  limited  enumeration  age  have  an  unlimited  enrollment  age. 
The  enrollment  of  New  Hampshire  is  swollen  25  per  cent  by  pupils  out  of  school  enumeration  age.  The  selectmen's 
enumeration  is  far  too  low,  and  the  basis  being  too  small  the  per  cent  of  attendance  is  too  great.  In  Massachusetts 
the  enrollment  is  swollen  10  per  cent  by  pupils  out  of  enumeration  age.  In  the  Dakotas  there  was  an  unknown 
swelling  of  the  per  cent  of  attendance  by  enrollment  more  liberal  than  the  enumeration  limits.  The  enumeration 
for  Texas  is  not  given  in  the  state  rejiort,  except  for  the  community  counties  elsewhere  explained.  Their 
enrollment  is  swollen  14  per  cent  by  pupils  over  and  UTider  school  enumeration  age.  In  Vermont  the  enrollment 
and  the  enumeration  have  the  same  limits,  but  the  friction  of  a  new  law  so  distasteful  as  to  be  quickly  repealed 
produced  special  uncertainty  as  to  some  of  the  returns.  In  Ehode  Island  duplications  are  evidently  excluded 
as  in  no  other  state,  but  about  (5  per  cent  of  the  enrollment  is  of  those  over  and  under  the  enumeration  age. 
Tennessee,  as  well  as  Alabama  and  Arkansas,  would  make  a  better  showing  if  the  delinquent  local  oflQcers  furnished 
due  reports.  The  relatively  low  per  cent  shown  by  New  York  seems  to  be  depressed  by  unsatisfactory  returns 
from  the  great  cities  as  compared  with  the  state  at  large.  In  enrollment  New  York  and  Brooklyn  show  but  49 
per  cent,  Albany  and  Buffalo  fall  nearly  to  40  per  cent,  Troy  and  Eochester  to  39  per  cent,  on  the  basis  of  the 
enumeration  given  by  the  state  superintendent  for  1890  for  each  city  named. 

Confusion,  duplication,  and  omission  are  expected  in  new,  sparse  settlements,  but  some  of  the  most  unsatisfactory 
records  are  from  old  states  with  comparatively  compact  settlements  and  great  cities.  The  superintendents  of 
several  states  specify  instances  where  gross  errors  of  local  enumeration  or  record  are  evident. 

In  examining  the  tables  showing  the  apparent  changes  in  population  and  in  public  school  enrollment  and  the 
relation  of  the  sexes  in  the  public  schools,  emphasis  is  to  be  laid  on  the  distinction  between  a  real  rate  and  an 
apparent  rate.  One  is  sometimes  unable  to  reduce  known  facts  to  the  exactness  of  figures,  and  must  content 
himself  with  columns  representing  the  conditions  shown  in  records  and  the  explanation  of  disturbing  influences 
whose  exact  force  is  indeterminable.  The  wide  diversities  of  school  age  and  of  methods  of  record  are  to  be 
remembered  in  interpreting  the  tables.  The  improvement  of  local  records  produces  contrary  effects  according  to 
the  character  of  the  defects  remedied.  In  states  where  delinquency  in  records  has  been  reduced  to  insignificant 
proportions  the  elimination  of  duplications  tends  to  decrease  the  apparent  aggregate. 

In  general  all  reports  secured  from  those  who  previously  have  failed  to  report  go  to  swell  apparent  aggregates; 
the  improvement  of  records  by  elimination  of  duplicates  tends  to  diminish  apparent  aggregates,  generally  affecting 
most  the  states  with  the  oldest  school  organizations,  although  the  age  of  the  school  system  is  not  a  guarantee 
of  superiority  of  records. 

The  National  Educational  Association  has  recognized  the  inharmonious  condition  of  school  statistics,  one  step 
toward  a  remedy. 

The  state  superintendent  of  public  schools  of  Missouri,  in  his  report  for  1891,  says  of  the  present  condition  of 
statistics : 

It  would  be  a  genuine  satisfaction  to  a  state  superintendent  to  be  able  to  compare  his  state  with  the  other  states  of  the  union  as  to 
important  educational  statistics.  However,  no  such  comparison  is  possible.  Each  state  has  its  own  items  of  statistics.  In  many  cases 
different  meanings  attach  to  the  same  item  in  different  states.  As  far  as  possible  the  items  of  educational  statistics  for  the  different 
states  should  not  only  be  the  same  but  should  have  the  same  meaning  in  each  of  the  states. 

The  state  superintendent  expects  to  have  instruction  given  on  the  making  of  reports  at  the  state  training 
school  and  at  all  the  county  institutes,  showing  inexperienced  teachers  how  to  make  their  reports  correctly  and 
urging  them  to  assist  district  clerks  in  making  their  reports.  This  form  of  instruction  has  been  almost  ignored  in 
professional  schools  for  teachers  in  various  states. 

The  census  is  the  agency  of  the  people  for  gathering  great  groups  of  facts  into  an  intelligible  whole  at  stated 
intervals.  If  the  officers  of  the  people  in  the  smallest  units  of  social  organization  have  no  records  or  let  them 
tangle  like  a  mass  of  unwound  yarn,  time  and  labor  will  be  required  to  obtain  facts  and  arrange  them  in  an  orderly 
manner.  Unfortunately  it  is  not  a  question  of  time,  labor,  and  money  only.  No  skill,  patience,  fidelity,  and 
industry,  even  at  unlimited  expense,  can  obtain  satisfactory  results  in  a  national  bureau  of  statistics  till  the  local 
records  are  reasonably  complete  and  accurate.  With  clear  local  records,  kept  at  imperceptible  increase  of  cost 
over  that  of  the  present  confusion  of  methods,  the  materials  for  national  compilation  would  be  ready  at  call,  and  a 
central  bureau  could  be  justly  held  to  responsibility  for  errors  in  the  grand  result  of  combination. 

In  all  the  years  of  a  so-called  school  system  of  the  United  States  the  country  has  not  reached  anything  like 
uniformity  in  recording  essential  facts  or  even  in  agreement  as  to  what  facts  are  essential.  The  great  lesson  of 
tlie  census  of  1890  to  the  people  of  the  United  States,  and  to  those  connected  with  schools  in  particular,  is  the 
necessity  of  completeness  and  accuracy  in  local  records  of  items  essential  for  national  information  and  comparison. 

With  all  the  defects  of  records  and  a  variable  use  of  terms  belonging  to  a  transition  period,  partly  stated 
above,  the  educational  division  of  the  census  has  made  a  careful  attempt  to  present  an  intelligible  showing  of  the 
conditions.  With  a  continued  gain  in  local  records  the  efforts  of  statisticians  will  hereafter  develop  more 
satisfactory  results  with  like  labor  and  pains. 


12  EDUCATION. 

EECORDS  OF  PRIVATE  AND  PAROCHIAL  SCHOOLS. 

The  collection  of  tlie  statistics  of  private  and  parochial  schools  is  subject  to  difficulties  in  part  like  those 
pertaining  to  inquires  as  to  public  schools.  Brief  terms  of  private  schools  often  have  no  records.  The  teacher 
and  the  patrons  are  more  or  less  satisfied  with  their  temporary  relations,  and  when  the  former  has  closed  his 
work  no  details  are  traceable.  In  many  cases  some  confusion  of  names  or  of  addresses  has  requii'ed  numerous 
letters  to  obtain  statements  for  permanent  schools. 

There  are  difficulties  and  liabilities  to  error  in  grouping  pupils  as  public  and  private  in  institutions  combining 
both  functions,  as  when  a  private  academy  is  used  as  a  state  school  for  training  teachers,  receiving  certain  lutpils 
in  its  (iapacity  of  state  service  and  certain  others  in  its  capacity  of  i)rivate  service.  There  are  still  other 
institutions  receiving  large  sums  of  money  from  the  national  or  state  treasuries  which  are  controlled  by  private 
corporations  without  distinctively  public  pupils.  The  custom  of  the  Census  Office  has  been  to  call  an  institution 
private  that  is  controlled  by  a  private  corporation,  even  though  it  depends  largely  on  public  funds  for  its  support. 

In  the  schedules  for  private  and  parochial  schools,  questions  as  to  studies  were  introduced  to  aid  in  determining 
the  proper  classification  for  each  school.  Elementary  schools  maintained  by  single  congregations  making  religious 
instruction  dominant  have  been  counted  as  parochial.  Denominational  schools  of  more  advanced  character  or 
maintained  as  missionary  enterprises  have  been  counted  with  private  schools.  Mere  catechetical  classes,  meeting 
on  Saturday  or  at  special  hours  for  religious  instruction  only,  have  not  been  here  included,  which  is  a  numerical 
disadvantage  of  several  thousand  to  this  report  if  compared  with  any  denominational  statistics  that  include  more 
or  less  of  such  classes  in  their  statements  of  parochial  schools. 

As  one  teacher  says,  there  are  difficulties  in  securing  statistics  of  private  schools  in  the  south.  Most  of  the 
schools  are  taught  in  rural  districts,  and  the  teachers  are  not  easily  reached  through  official  communication.  Many 
of  these  schools  are  taught  by  students  in  advanced  classes  of  southern  colleges  during  vacation  time,  who,  until 
recently,  have  had  no  information  that  such  reports  are  desirable. 

In  Kentucky  a  county  superintendent  says : 

We  have  a  number  of  what  are  known  as  3  months'  subscription  schools  that  are  never  reported  to  the  county  superintendent. 

Another  county  superintendent  of  Kentucky  says : 

In  each  district  a  school  was  conducted  the  time  required  by  law,  and  after  the  public  term  a  private  school  was  taught  in  many 
of  the  districts,  though  not  reported. 

This  statement  is  suggestive  of  a  considerable  amount  of  teaching  in  difterent  parts  of  the  union  that  escapes 
record  by  its  transient  character. 

Public  schools  are  nominally  bound  together  in  a  system  whose  nerves  connect  the  humblest  district  of  the 
extremities  with  the  head  in  the  state  capital.  Kot  even  a  nominal  system  embraces  the  private  scihools.  Some 
transient  ])rivate  schools  of  the  census  year  left  no  record.  Changes  of  name  and  of  address  confused 
correspondence  for  more  permanent  schools.  The  general  response  to  the  census  inquiries  was  cordial,  but  a 
reluctance  to  furnish  information  evidently  kept  back  some  returns. 

The  citizen  who  believes  that  the  public  school  should  do  all  educational  work;  the  opposite  extremist,  who  does 
not  believe  in  even  elementary  instruction  at  public  expense;  citizens  looking  to  the  state  to  make  general  provision 
for  universal  education  and  to  private  zeal  to  make  provision  for  special  needs,  all  have  a  vital  interest  in  the 
enumeration  of  every  private  school  as  well  as  in  that  of  every  public  school.  Private  school  teachers  of  any  high 
pnrpose  have  an  interest  in  the  aggregate  efficiency  of  all  schools,  including  their  own.  Those  interested  in  private 
schools  from  a  religious  motive  generally  recognize  the  importance  of  accessible  statements  of  school  enrollment, 
and  great  labor  is  expended  to  secure  accuracy  in  year  books  of  organizations  maintaining  parochial  schools  or 
elementary  schools  in  the  congregations  with  religious  instruction  dominant,  and  other  schools  that  depend  on  a 
support  broader  than  that  of  a  local  congregation. 

Private  institutions  are  individually  reported  with  more  or  less  fullness  in  the  state  reports  of  California, 
Georgia,  Illinois,  Indiana  (1887,  1888,  not  1889,  1890),  Kansas,  Massachusetts  (1891),  Mississippi,  Missouri,  New 
Hampshire,  New  York  (regents'  rei>ort).  North  Carolina,  Ohio,  Oregon,  Pennsylvania,  South  Dakota,  Tennessee, 
and  Washington;  by  gross  enrollment  in  the  state  reports  of  Connecticut,  Florida,  Iowa,  Massachusetts  (1890), 
Michigan,  Montana,  New  Jersey,  New  York  (superintendent's  report),  Rhode  Island,  Utah,  Vermont,  Virginia, 
and  West  Virginia.  The  report  of  the  regents  of  the  University  of  the  State  of  New  York  is  very  full  for  academic 
and  higher  institutions  reached  by  university  examinations.  The  report  of  the  state  census  of  Massachusetts  in 
1885  is  high  authority  for  private  school  enrollment  at  that  date.  Few  state  officers  claim  completeness  in  their 
returns  of  private  schools. 

MUNICIPAL  ORGANIZATION  FOR  SCHOOL  PURPOSES. 

There  are  peculiarities  of  municipal  organization  which  should  be  clear  to  anyone  using  local  statistics  of 
public  schools  for  comparative  purposes.  A  municipality  organized  for  the  control  of  street,  sewer,  police,  and 
fire  departments  is  often  distinct  from  a  municipality  partly  or  wholly  upon  the  same  area  dealing  only  with  public 
schools.  Many  such  cases  are  under  special  laws,  and  require  individual  investigation.  In  addition  to  cases  of 
this  character,  the  system  of  land  surveys  in  the  states  formed  from  the  public  domain,  combined  with  the  national 


INSTITUTIONS. 


13 


policy  regarding  education,  has  been  the  basis  for  school  municipalities  independent  in  taxes  and  administration  of 
the  organizations  which  have  been  formed  on  the  same  areas  for  other  public  needs. 

With  meridians  for  counting  east  and  west  and  parallels  as  base  lines  for  counting  north  and  south,  the  public 
lands  are  laid  oli"  into  townships  6  miles  square,  known  as  congressional  townships.  These  are  subdivided  into 
square  miles  or  sections  numbered  from  the  northeast  corner  westward,  then  back  and  forth  to  the  southeast 
corner,  as  in  the  following  diagram: 


6 

5 

4 

3 

2 

1 

7 

8 

9 

10 

11 

12 

18 

17 

16 

15 

14 

13 

19 

20 

21 

22 

23 

24 

30 

29 

28 

27 

26 

25 

31 

.32 

33 

34 

35 

36 

The  sixteenth  section  of  each  township  was  set  apart  as  a  basis  for  a  school  fund  in  the  admission  of  states 
prior  to  1S53.  In  1853  au  additional  section  of  land  in  each  township  (the  thirty-sixth)  was  granted  to  California, 
and  every  state  admitted  since  has  had  the  2  sections.  This  endowment  generally,  but  not  uniformly,  has  become 
a  township  fund.  The  pressure  for  admission  into  the  union  as  states  has  been  heightened  in  some  instances  by 
a  desire  to  reap  the  benefit  of  tliis  land  grant.  The  details  of  management,  lease,  or  sale  vary  according  to  the 
laws  made  by  the  state  in  which  such  lands  lie,  but  the  fact  to  be  emphasized  here  is  that  the  general  government 
has  marked  out  a  tract,  given  it  a  recorded  name,  and  set  apart  resources  to  aid  in  maintaining  schools  without 
waiting  for  citizens,  so  that  it  required  but  the  simplest  act  of  the  first  settlers  to  convert  township  40  north,  range 

13  east  of  tlie  third  pniicii>al  meridian,  into  a  municipality  for  school  purposes.  Such  municipality,  or  one  formed 
by  an  authorized  subdivision  into  districts,  may  stand  to  administer  schools  when  great  cities  have  grown  on  the 
same  area.  As  a  marked  example,  reference  may  be  made  to  Chicago,  Illinois,  within  whose  present  borders  there 
are  parts  of  several  townships,  some  of  whose  primitive  school  muni(!ipalities,  grown  to  city  pro^jortions,  have  been 
absorbed  into  the  m('troi>()litan  system  since  tlie  Tenth  Census.     The  sixteenth  section  of  township  30  north,  range 

14  east  of  the  tliird  principal  meridian,  covering  the  moutli  of  tlie  Chicago  river  (a  fractional  township  by  reason 
of  the  lake  margin),  is  in  the  heart  of  business,  and  part  of  it  is  yet  leased  for  the  i)eneflt  of  Chicago  schools. 

COMBINED  PUBLIC  AND  PRIVATE  TUITION. 

A  condensed  statement  of  the  conditions  in  Richmond,  Indiana,  at  a  comparatively  recent  date,  set  forth  in 
the  historical  pages  of  the  report  of  its  schools  for  1889,  illustrates  a  common  experience.  It  shows  that  for  about 
10  years  the  terms  of  free  schools  were  jjreceded  or  followed  by  several  months  of  private  schools.  Frequently  the 
teachers  employed  in  the  public  schools  organized  subscription  schools  of  pupils  in  their  respective  grades  to 
follow  the  public  term.  Often  the  teachers  of  private  schools  had  no  connection  with  jtublic  schools,  except  to  use 
rooms  in  the  public  school  buildings.  In  1861  a  scheme  of  reasonable  success  was  adopted  for  conducting  the 
schools  under  trustees,  retaining  the  same  organization  throughout  the  year  and  collecting  fees  for  the  time  not 
provided  for  by  public  money.  Authority  for  taxation  gradually  provided  additional  means,  till  the  "pay  term" 
disappeared  in  1868.  Al  au  earlier  date  districts  in  Illinois  pursued  a  similar  course.  Sometimes  a  small  tuition 
fee  was  charged  in  eacii  term  to  supplement  public  funds.  The  experience  through  which  these  states  passed  is 
the  present  experience  in  many  states.  In  Indiana  the  law  still  provides  that  when  a  schoolbouse  is  unoccupied 
by  a  common  school  of  the  state,  and  a  majority  of  the  i)eople  who  form  the  school  at  such  house  make  application 
to  the  trustees  having  charge  for  the  use  of  the  house  for  a  private  school,  it  shall  be  the  duty  of  the  trustees  to 
permit  the  schoolhouse  to  be  usetl  for  the  private  school  by  the  teacher  mentioned  in  the  application,  but  not  for 
longer  time  than  until  the  house  may  be  wanted  for  a  public  school;  and  such  permission  and  use  shall  be  upon 
the  condition  that  the  teacher  employed  shall  report,  in  writing,  to  the  trustee:  first,  the  number  of  teachers 
employed,  distinguishing  between  male  and  female;  second,  the  number  of  pupils  admitted  into  the  school  within 
the  term  and  the  average  daily  attendance;  third,  the  cost  of  tuition  per  i)upil  per  month  in  the  school. 

The  instructors  are  not  necessarily  licensed  as  public  school  teachers.  There  were  reported  in  1890  nearly  350 
such  schools,  mainly  of  a  very  elementary  character  and  in  rural  districts,  with  an  enrollment  of  some  5,000  pupils, 
evidently  generally  enrolled  in  the  public  schools  at  other  seasons,  and  therefore  not  separately  entered  in  the 
census  tables  of  school  enrollment. 

It  is  frequently  the  case  that  this  class  of  schools  is  in  demand  for  pupils  who,  by  reason  of  sickness,  bad 
weather,  or  other  causes,  are  a  little  behind  the  classes  which  they  hope  to  enter  in  the  public  school  when  it 
reopens. 


14  EDUCATION. 

Private  and  public  schools  overlap  in  various  ways,  but  these  conditions  mark  the  growth  of  systems  of 
education.  Even  in  states  where  public  free  schools  supported  by  local  taxation  are  i^opularly  supposed  to 
provide  for  all  the  children,  private  eflbrt  is  largely  used  to  supplement  public  effort.  In  some  towns  of  New 
England  an  academy  the  trustees  of  which  retain  ahnost  absolute  control  of  its  exercises  and  appointments  is 
paid  from  the  public  fund  to  assume  the  instruction  of  advanced  pupils  in  the  locality,  saving  much  of  tlie  expense 
of  a  separate  high  school.  In  the  northwest  thousands  of  children  who  attend  public  schools  are  gathered  into 
parochial  schools  in  the  intervals  between  the  iragmentary  terms  of  country  and  village  schools. 

There  is  hardly  a  state  without  some  schools  showing  a  kindred  combination  of  private  and  public  eflbrt. 
Neighborhood  eflbrt  often  furnishes  buildings  that  serve  for  almost  all  public  gatherings,  including  school  and 
church.  In  towns  this  may  take  a  recorded  form,  witli  a  legal  title  for  the  building  and  site.  In  the  open  country, 
however,  and  in  wooded  regions,  especially  in  the  south,  where  tlie  mildness  of  the  climate  favors  ruder  buildings, 
it  is  often  the  case  that  some  individual  permits  the  use  of  his  land  as  a  site  for  a  house,  which  is  constructed  by 
the  people  with  timber  taken  from  an  adjacent  forest.  For  localities  that  recently  had  no  schools  any  effort  of  the 
people  means  progress. 

It  is  in  the  south,  so  lately  enlarging  the  eflbrt  for  popular  education,  that  the  combination  of  public  and 
private  school  work  is  most  conspicuous.  In  several  states  it  is  quite  common  to  give  what  public  money  there  may 
be  to  teachers  or  institutions  drawing  much  of  their  support  from  private  or  denominational  resources,  and  in 
some  instances  it  seems  to  be  quite  as  much  by  the  rule  of  unanimous  consent  as  by  statute  law  that  the  funds  are 
so  used.  The  returns  to  this  oflice  abundantly  illustrate  that  so  long  as  a  community  is  essentially  agreed  in 
public  policy  or  in  religious  preference  little  criticism  arises  as  to  the  legal  technicalities  of  eflbrts  for  the  advantage 
of  the  public.  The  hamlet  or  town  of  one  religious  belief  takes  no  offense  at  spending  church  and  municipal 
money  or  any  other  obtainable  funds  in  enlarging  the  work  of  the  same  school,  nor  do  religious  exercises  in  the 
school  conducted  by  those  of  their  faith  give  oflense  to  the  patrons.  When  a  community  combines  people  of 
widely  diverse  views  of  public  policy  or  of  religious  faith  in  its  efforts  for  free  schools,  the  expenditure  of  money 
and  the  character  of  the  exercises  become  matters  of  sensitive  concern. 

There  are  many  instances  in  which  public  schools  can  not  be  distinguished  from  private  s(;hools  by  their 
names.  The  designation  high  school  is  used  for  both,  and  a  few  cases  occur  where  free  school  or  free  high  s(;hool 
is  applied  to  a  private  school.  The  same  school  was  often  designated  to  this  oflice  by  the  name  of  the  county  or 
town  in  which  it  is  situated,  by  the  name  of  a  foi'mer  principal,  by  the  name  of  the  juesent  principal,  or  by  a 
corporate  name.  Duplication  of  requests  in  such  cases  was  unavoidable,  as  only  after  much  corresijoudence  could 
the  signiticance  of  the  several  names  in  common  use  in  the  vicinity  be  determined. 

In  Pennsylvania  we  find  a  limited  number  of  private  tuition  schools  in  the  intervals  of  i>nblic  terms,  even  in 
the  same  buildings  and  with  the  same  teachers  as  the  public  free  schools,  but  with  no  responsibility  to  public 
authority  beyond  that  of  tenants.  Some  of  these  schools  take  the  name  of  summer  normals  and  have  relatively 
mature  pupils,  not  always  preparing  to  teach. 

These  extracts  from  letters  from  central  Pennsylvania  resemble  letters  from  Texas: 

(1)  The  village  has  really  no  private  school.  All  is  public  except  a  short  term  of  11  weeks  after  the  public  schools  are  closed. 
This  is  principally  uormiil  training  for  teachers. 

(2)  There  is  no  private  school  of  any  kind  in  this  township.     What  is  knowu  sometimes  in  the  papers  as  the academy  is 

only  a  public  school  having  2  rooms,  and  the  higher  room  or  grade  is  sometimes  called  the academy.     There  is  usually  a  term  of 

2  or  3  months  of  a  subscription  school  in  the  schoolhouse  during  the  early  summer  after  the  public  school  closes,  mostly  taught  by  the 
teacher  that  taught  the  previous  term  of  public  schools. 

A  report  from  Vermont  says : 

This  school  is  run  part  of  the  year  as  a  private  school,  i.  e.,  the  school  board  -will  hire  a  teacher  for  22  weeks  and  give  the  teacher 
the  use  of  the  property  for  a  spring  term  which  is  paid  by  tuition  from  each  pupil. 

In  the  south  public  moneys  are  derived  mainly  from  state  appropriations,  permanent  county  or  township 
funds,  but  not  usually  from  local  taxation,  except  for  localities  under  special  laws.  For  example,  in  Texas,  out 
of  205  counties  reporting  to  the  state  superintendent,  local  school  taxes  are  shown  in  but  LSO.  In  general  at  the 
south  the  public  funds  are  not  sufficient  to  maintain  long  terms  of  free  schools,  and  customs  have  grown  up  in  the 
support  of  schools  by  combined  public  and  private  effort  that  have  generally  disappeared  in  the  north.  The 
methods  taken  in  different  states  to  make  the  public;  funds  most  helpful  affect  the  statistics  of  the  states  variously. 
It  may  be  noted  here  that  two  items  of  great  consequence  in  themselves  and  in  their  cost  where  winters  are  severe, 
the  house  and  the  fuel,  are  of  less  relative  importance  in  a  climate  where  comfort  is  secured  with  a  shade  from  the 
sun  and  a  shelter  from  rain.  It  is  quite  common  in  the  open  country  of  the  south  to  carry  on  a  school  without  any 
property  belonging  to  the  public  and  without  any  outlay  for  fuel.  The  use  of  a  site,  the  matei-ial  and  labor  of 
erection,  without  more  money  than  will  buy  glass  and  hinges,  are  contributed  by  individuals  for  a  house  that 
does  not  appear  in  statistics  of  public  property,  and  such  fuel  as  may  be  necessary  is  picked  up  freely  from 
adjacent  woodland.  The  same  system  of  building,  but  requiring  larger  cash  contributions,  is  found  in  many  of  the 
villages  and  cities.  Partly  under  forms  of  law,  partly  by  customs  not  recognized  in  legal  enactment,  arrangements 
are  made  in.  southern  states  with  proi)rietors  of  private  schools  to  give  free  elementary  tuition  to  the  children  of 


INSTITUTIONS.  15 

the  vicinity  for  such  time  as  the  public  money  will  cover.  The  limitations  of  age  and  of  legal  studies  vary 
considerably,  making  it  almost  or  quite  impossible,  in  connection  with  the  other  circumstances  mentioned,  to 
make  an  absolute  distinction  between  private  and  public  school  enrollment  or  to  discriminate  completely  such 
duplications  as  occur. 

The  legal  age  in  Texas,  outside  of  the  chartered  cities  and  special  districts,  has  narrower  limits  than  in  any  other 
state,  being  from  8  to  16  years.  To  a  great  extent  in  the  south  the  tuition  jieriod  is  considered  as  wholly  a  private 
school  not  controlled  by  public  school  regulations.  In  Texas  the  combination  of  a  free  term  and  a  tuition  term  is 
very  generally  maintained  under  the  continued  control  of  the  school  board,  the  tuition  arrangements  either  for 
more  time  or  for  pupils  out  of  legal  age  being  regarded  as  extensions  of  the  public  free  term.  It  is  in  the  x)ower 
of  each  county  commissioner's  court  in  Texas  to  determine  whether  to  provide  for  the  election  of  a  county 
superintendent  of  schools  or  to  leave  the  county  judges  as  ex  officio  county  superintendents  of  i)ublic  instruction. 
One  of  the  latter  officers  in  southern  Texas  writes : 

We  have  no  schools  in  this  county  other  than  public  schools.  In  some  instances  schools  are  conducted  by  private  subscription 
after  the  free  school  fund  is  exhausted,  but  in  every  instance  the  schools  thus  taught  are  public  and  under  the  control  and  matagemeut 
of  the  trustees  of  that  district. 

The  principal  of  a  public  school  in  a  city  of  southern  Texas  writes : 

No  strictly  private  schools  are  now  maintained  in  this  part  of  the  state,  so  far  as  I  am  able  to  ascertain.  The  school  at  this  place 
/S  this  year  supported  one-third  by  public  and  two-thirds  by  private  funds.  The  private  fund  is  not  tuition,  but  an  amount  guaranteed 
by  responsible  citizens.     The  amount  of  the  private  fund  for  the  present  scholastic  year  is  $1,400. 

In  Korth  Carolina  the  law  authorizes  a  contract  with  a  private  school  to  maintain  a  public  free  term  for  the 
public  money,  the  teachers  during  this  term  being  amenable  to  the  jiublic  school  officers,  which  differs  from  the 
Massachusetts  contracts  with  academies  in  two  particulars:  the  North  Carolina  contracts  are  generally  for 
elementary  instruction,  the  Massachusetts  contracts  chiefly  for  secondary  instruction ;  the  North  Carolina  contracts 
give  the  legal  control  of  the  school  to  the  public;  the  Massachusetts  contracts  leave  the  management  of  the  s<;hool 
under  private  control.  In  North  Carolina  a  list  of  elementary  studies  is  all  that  is  allowed  in  public  schools 
except  under  a  proviso  for  special  arrangement  by  the  school  committee  for  other  branches  to  be  taught. 

Under  section  2591  of  the  state  laws  a  provision  is  made  authorizing  the  union  between  public  and  private 
schools.  As  amended  by  the  laws  of  1889  school  committees  are  empowered  to  contract  with  teachers  of  private 
schools;  provided: 

In  any  school  district  where  there  may  be  a  private  school,  regularly  conducted  for  at  least  9  months  in  the  year,  the  school 
committee  may  contract  with  the  teacher  of  such  private  school  to  give  instruction  to  all  pupils  between  the  ages  of  6  and  21  years  in 
the  branches  of  learning  taught  in  the  public  schools,  as  prescribed  in  this  chapter,  without  charge  and  free  of  tuition ;  and  such  school 
committee  may  pay  such  teacher  for  such  services  out  of  the  public  school  funds  apportioned  to  the  district,  and  the  agreement  as  to 
such  pay  shall  be  arranged  between  the  committee  and  the  teacher;  provided,  any  teacher  so  employed  shall  obtain  a  first  grade 
certificate  before  beginning  his  work,  and  shall  from  time  to  time  make  such  reports  as  are  required  of  other  public  school  teachers 
under  this  chapter;  provided  further,  that  the  board  of  education  of  the  county  and  the  county  superintendent  shall  have  the  same 
authority  in  respect  to  the  employment  and  dismissal  of  teachers  under  this  section  and  in  every  other  respect  as  is  conferred  in  other 
sections  of  the  law ;  and  provided  further,  that  all  contracts  made  under  this  section  shall  designate  the  length  of  the  public  school  term, 
which  shall  not  be  less  than  the  average  length  of  the  public  school  terms  of  the  county  of  the  preceding  year. 

Note  [by  state  superintendent] . — This  section  is  intended  to  harmonize  the  public  and  the  private  school  interests,  but  it  does 
not  contemplate  that  the  pupils  of  any  one  district  be  divided  among  the  different  private  schools  that  may  be  located  within  its  limits. 
The  general  law  provides  that  districts  must  be  laid  off  and  definite  territorial  lines  established  and  a  public  school  house  provided,  at 
which  all  the  pupils  within  such  lines  are  to  attend  school.  If,  however,  the  committee  think  best,  they  can  employ  the  principal  of  a 
permanently  established  private  school  to  teach  all  the  pupils  of  the  district,  following  the  spirit  and  the  letter  of  this  8e(!tion. 

While  the  committee  are  to  decide  wliother  such  contract  shall  be  made  with  a  teacher  of  a  private  school,  the  board  of  education 
are  to  determine  whether  the  private  school  is  such  a  one  as  is  contemplated,  if  there  is  any  doubt  on  this  point;  and  they  are  to  see 
that  the  law  is  complied  with  in  all  other  particulars.  The  length  of  term  must  bo  required  as  provided  in  the  section,  and  the  board 
of  education  have  control  as  full  as  in  other  schools. 

In  case  there  are  in  the  district  a  female  school  and  a  male  school,  the  committee  can  arrange  so  that  the  female  pupils  may  attend 
the  female  school  and  the  male  pupils  the  male  school;  and  the  funds  in  that  case  shall  be  divided  proportionally  according  to  the 
census. 

In  Georgia,  whenever  on  account  of  sparseness  of  population  it  is  impracticable  for  the  county  boards  to  make 
arrangements  for  keeping  up  the  primary  schools  for  3  months  of  the  year,  the  boards  have  the  power  to  provide 
for  schools  to  continue  for  2  months  only,  so  located  as  to  be  convenient  to  the  majority  of  the  children  for  whose 
benefit  they  are  established,  and  each  containing  not  less  than  15  pupils ;  and  the  school  terms  may  be  so  arranged 
that  the  same  teacher  may  serve  in  two,  three,  or  more  schools.  Such  schools  are  called  in  the  law  ambulatory 
schools.  Under  the  general  law  pupils  in  advanced  studies  are  regarded  as  private  students,  since  it  is  illegal, 
outside  the  places  with  special  laws,  to  use  i)ublic  money  for  any  but  elementary  instruction.  By  the  constitution 
schools  not  common  schools  are  not  to  be  deprived  from  participation  in  the  educational  fund  of  the  state  as  to  all 
pupils  therein  taught  in  the  elementary  branches  of  an  English  education. 

Georgia  presents  a  special  condition  in  the  so  called  long  term  schools.  In  1890  it  was  found  that  the  public 
money  would  maintain  public  schools  for  80  days.  Contracts  were  authorized  with  piivate  schools  tliat  would  be 
open  at  least  twice  80  days,  by  which  a  child  of  the  vicinity,  entitled  to  the  privileges  of  the  public  schools,  should 


16  EDUCATION. 

have  a  claim  upon  the  private  school  for  elementary  instruction  to  the  amount  of  80  days,  attending  at  his 
convenience,  within  the  total  annual  continuance  of  the  school.  For  1891  the  free  tuition  in  such  cases  was  5 
months  or  100  days. 

In  some  of  the  southern  states  it  is  quite  common  to  allow  teachers  to  teach  a  free  term  till  the  public  money 
is  exhausted  and  then  to  extend  the  school  as  a  private  school.  It  is  also  somewhat  customary  to  arrauge  so  that 
the  elementary  resident  pupils,  paid  for  with  public  money,  are  assigned  by  the  school  proprietors  to  rooms  and 
teachers  distinct  from  the  nonresident  or  advanced  pupils  who  pay  tuition.  This  gives  ready  opportunity  to  keep 
separate  records  of  a  private  school  and  a  public  school  under  the  same  general  control,  not  witliout  probability  of 
duplication  in  the  enrollment  in  different  parts  of  the  year,  but  less  perplexing  than  the  records  of  a  private  school 
receiving  pupils  on  public  account  under  an  arrangement  that  permits  distributing  80  or  100  days'  free  attendance 
at  public  cost  over  160  days  in  a  semiprivate  school. 

There  were  pubUc  schools  throughout  Tennessee  earlier  than  in  most  southern  states.  Public  eflbrt  and  private 
effort  are  often  combined  in  the  same  school,  academies  being  conducted  as  public  schools  till  the  public  fund  is 
exhausted  and  by  the  principals  on  their  own  account  for  the  rest  of  the  year. 

A  certain  report  shows  a  combination  of  a  public  school  with  a  private  school,  forming  a  consolidated  free 
school  for  10  months.  In  another  county  a  greater  number  of  the  schools  are  in  churches.  In  yet  another  a  few 
schools  continue  10  months  in  the  year,  people  agreeing  to  pay  tuition  when  the  public  fund  is  exhausted. 

A  teatiher  from  Louisiana  reports : 

This  school  is  an  ordinary  public  free  school  and  the  free  term  is  merely  supplemented  by  a  private  term. 

The  following  letter  from  Florida  ilhistrates  one  reason  why  school  property  does  not  make  a  greater  showing 
in  public  records: 

The  school  bii  ildings  and  grounds  are  private  property ;  that  is,  they  are  not  owned  by  the  school  board  but  by  patrons.  The  board 
does  not  have  to  pay  rent  for  them,  however.     Some  of  the  furniture  is  owned  by  the  board. 

In  addition  to  causes  which  leave  duplications  in  returns  of  public  schools,  there  is  a  duplication  thus  far 
unavoidable  and  immeasurable  in  the  grand  aggregate  of  those  who  are  in  public  schools  and  in  private  schools 
in  dilierent  parts  of  the  same  year.  The  effect  of  this  form  of  duplication  is  least  in  the  northeastern  states  and 
is  greatest  in  certain  southern  states,  where  public  appropriations  and  private  contributions  or  tuition  fees  are  still 
largely  united  for  the  support  of  public  schools  in  a  manner  generally,  but  not  universally,  superseded  in  the 
north  by  local  taxation  to  make  public  schools  free.  The  Census  Office  endeavored  to  separate  the  purely  private 
schools  from  the  i>ublic  schools  that  might  dei)end  on  private  aid,  but  it  can  not  claim  to  have  reached  full  success. 
After  thoughtful  consultation  and  careful  consideration  it  seemed  wise  generally  to  count  a  school  as  public  or 
private  according  to  the  controlling  power  under  which  it  was  maintained,  but  this  line  could  not  be  followed 
without  many  perplexing  incidents.  The  great  diiHculty  in  securing  clear  distinctiye  reports  will  be  ])lain  to  those 
educators  who  have  had  occasion  to  examine  closely  into  the  conditions  in  each  state,  and  find  some  of  the  most 
marked  local  peculiarities  which  affect  the  line  of  division  between  public  and  private  schools  as  given  below. 

In  the  northeast,  in  Massachusetts,  a  town  is  legally  allowed  to  contract  for  the  tuition  of  its  high  school 
pupils  in  a  private  academy  whose  trustees  and  teachers  are  not  amenable  to  any  public  control  more  direct  than 
popular  sentiment.  In  some  New  England  states  school  boards  pay  for  tuition  of  their  pupils  at  some  other 
school  and  transportation  between  the  school  and  their  homes,  when  it  seems  unwise  to  maintain  a  school  under 
their  own  control. 

In  New  York,  under  regulations  of  the  board  of  regents  of  the  University  of  the  State  of  New  York,  an 
allowance  from  the  public  fund  is  made  to  any  S(!hool,  private  or  ])ub]ic,  which  shows  under  the  regents' 
examinations  that  it  is  making  a  standard  contribution  to  edu<!ation,  resembling  more  closely  than  anything  else 
in  this  country  the  English  grant  in  aid  system  by  which  an  allowance  from  public  funds  has  been  made  to  a  school 
that  shows  that  it  contributes  something  to  general  education,  whether  that  school  be  Brahman,  Mohammedan, 
Christian,  or  without  distinctive  religious  character. 

The  modes  of  conducting  the  combined  public  and  private  schools  are  not  uniform  even  within  one  state,  as  is 
evident  on  comparing  the  following  citations  from  letters  received  from  Texas  with  those  already  quoted:  a 
letter  from  central  Texas  reports  a  school  which  is  public  20  weeks  and  private  12  weeks,  with  a  separate  teacher 
for  each  part.  Another  letter  from  the  same  jiart  of  the  state  reports  a  school  public  12  weeks,  parochial  20 
weeks,  with  no  religious  instruction  in  the  first  12  weeks.  Another  school  in  southwest  Texas  is  reported  as  held 
in  a  church,  the  church  authorities  furnishing  teachers  and  receiving  public  funds  for  instructing  public  school 
children  19  weeks,  and  after  the  fund  is  exhausted  continuing  9  weeks  as  a  strictly  private  school.  A  school  in 
northeast  Texas  reports : 

The  property  is  owned  by  private  individuals,  but  the  puDlic  school  is  taught  in  connection  with  the  private. 


INSTlTUTlONiS.  17 

gp:neiial  condition  of  education. 

It  is  linposMihle  to  retlu(;e  the  most  important  elements  of  education  to  statistical  form.  They  are  to  be 
measured  by  the  relative  integrity,  thrift,  prosperity,  and  happiness  that  result  from  the  combined  circumstances 
that  mold  the  life  and  develop  the  character  of  either  an  individual  or  a  community.  The  ultimate  essence  of 
ediu-ation  is  mental,  moral,  spiritual.  We  must  learn  something  of  its  condition  in  any  conmiunity  by  studying 
the  records  of  public  order,  or  rather  of  public  disorder  and  crime,  since  the  municipal  records  treat  good  order  in 
the  negative  way.  We  may  be  guided  somewhat  in  our  estimate  of  relative  education  by  the  general  peace  and 
contentment  of  a  people,  yet  at  the  time  of  observation  some  special  incident,  liiie  a  storm  sinking  a  fishing  fleet 
or  the  collapse  of  a  mine,  may  have  a  disproportionate  eflect  in  depressing  a  community  habitually  prosperous  and 
peacefully  happy.  The  fundamental  education  of  nations  is  not  manifest  in  small  units  of  time,  nor  is  it  revealed 
through  examination  papers  or  grade  marks.  Owing  to  the  difficulties  that  attend  statistical  measure  of  real 
education,  men  study  the  records  of  external  appliances,  like  school  enrollments,  promotions,  and  percentages, 
the  number  of  teachers  and  the  accommodations  of  houses  devoted  to  school  purposes,  too  often  forgetting  that 
these  are  insignificant  excejit  as  exponents  of  work  whose  character,  as  wrought  out  by  either  teacher  or  pupil, 
is  constantly  a  variable  quantity. 

One  can  not  gather  carefully  the  statistics  of  buildings  and  teachers  and  pu])ils  without  perceiving  many 
general  circumstances,  not  reducible  to  figures,  that  must  have  a  bearing  on  the  interpretation  of  the  educational 
efiectiveness  of  those  elements  which  go  into  annual  and  decennial  records. 

Education  appears  for  the  first  time  in  census  tables  of  the  United  States  in  1S40,  so  that  the  census  reports 
on  that  subject  now  cover  a  period  of  50  years. 

The  conditions  in  1840  were  such  that  the  classification  adopted  roughly  suggests  the  number  who  might 
respectively  be  classed  as  elementary,  secondary,  and  superior  in  their  lines  of  study.  It  is  highly  probable  that 
the  very  small  number  of  si)ecial  institutions  then  existing  under  private  or  public  beneficence  were  included  in 
the  general  summaries.  Such  institutions  in  recent  census  years  have  been  groui)ed  by  themselves.  In  the 
rejjort  of  1840  merely  the  number  of  jtupils  was  given,  without  sex  or  color.  The  nation  exjjected  but  one  race  to 
attend  school.  For  Massachusetts  alone  the  number  in  elementary  schools  and  the  number  at  public  charge 
apiiroached  agreement.  At  that  time  Massacliusetts  was  almost  singly  conspicuous  in  the  general  maintenance^ 
of  free  schools. 

It  is  claimed  that  in  1840  a  union  graded  free  public  school  was  organized  in  central  New  York,, and  in  1842 
a  similar  step  was  taken  at  Detroit,  ^Micliigan.  Whatever  may  be  the  credit  due  for  leading  in  this  widening  of 
the  public  free  school,  there  was  between  1840  and  1850  a  very  rapid  development  westward  of  schools  depending 
on  local  taxation  for  support.  For  a  time  many  of  these  schools  derived  some  assistance  from  tuition  fees,  not 
only  of  nonresidents,  as  is  still  the  general  practice,  but  of  all  pupils,  a  custoni  not  yet  wholly  discontinued.  The 
tables  for  1850  indicate  the  growing  prominence  of  public  schools,  but  in  the  change  of  conditions  the  classification 
does  not  so  fully  indicate  the  range  of  work  as  in  the  returns  of  1840. 

The  table  for  1860  illustrates  the  continued  growth  of  the  public  free  school  sentiment  north  of  the  general 
line  suggested  by  the  Ohio  river,  with  a  marked  modification  in  Indiana,  where  the  authority  to  levy  adequate 
local  taxation  was  delayed  yet  later  by  reason  of  a  decision  of  the  state  supreme  court. 

The  table  for  1870  indicates  social  changes  as  (compared  with  the  table  for  1860.  The  great  civil  war  had 
intervened,  the  public  schools  in  the  older  northern  states  had  passed  the  stage  of  rapid  growth  belonging  to  new 
popular  institutions,  and  their  enlargement  approximated  the  variations  in  popidatiou  more  than  in  the  previous 
decades.  In  this  decade,  however,  there  were  indications  of  the  growth  of  the  public  school  southward.  This 
new  growth  must  not  be  mistaken  for  the  inauguration  of  public  schools.  The  large  cities  of  the  soutli  had 
efficient  public  schools  long  before,  and  all  states  from  Alabama  westward  formed  from  the  public  domain  were 
organized  like  the  oldest  states  of  the  northwest,  with  a  division  into  congressional  townships  and  the  grant  of  a 
section  or  square  mile  of  land  in  each  township  for  school  jmrposes.  The  public  schools  of  the  south,  like  the 
earlier  i)nblic  schools  of  the  north,  appear  in  1870  largely  dependent  on  tuition  fees  and  other  private  resources. 

The  table  for  1880.  unfortunately,  contains  only  the  record  for  public  common  schools,  the  Census  Office  having 
been  closed  before  the  material  gathered  for  private  schools  and  for  superior  public  institutions  was  ready  for 
publication.  The  growth  of  public  schools  in  the  south  was  very  great  in  the  decade,  as  well  as  in  newly  settled 
portions  of  the  north.  The  colored  element,  almost  unschooled  in  earlier  decades,  begins  to  appear  in  the  returns 
of  public  school  attendance. 

The  summary  table  for  1890  shows  a  continued  growth  of  public  schools  in  the  south  and  west,  and  among  the 
old  northern  states  a  relative  decline  as  compared  with  population,  resulting  for  the  whole  country  in  a  growth 
slightly  greater  in  proportion  than  the  growth  of  population.  Were  we  able  to  compare  the  enrollment  in  all 
schools  in  both  decades,  it  is  quite  i>ossible  that  the  gain  in  private  schools,  including  the  parochial  schools,  would 
exceed  the  apparent  local  decline  in  i)ublic  school  eiu-ollment,  so  that  no  indication  of  decline  in  general  education 
would  appear.  The  unfortunate  failure  to  reach  results  for  private  schools  in  1880  prevents  any  authoritative 
com))arison  with  that  year. 

F.ri 2 


18 


EDUCATION. 


The  following  table  presents  the  general  changes  that  have  apparently  taken  place  in  50  years  by  decades: 

PUPILS  ENROLLED  IN  SCHOOLS,  NOT  INCLUDING  ALASKA,  EXCLUSIVE  (FOR  RECENT  DECADES) 
OF  SPECIAL  CLASSES,  REFORMATORY,  CHARITABLE,  AND  INDIAN  SCHOOLS. 


1 
ITEMS. 

1 

1890 

1880 

1870 

1860 

1850         1 

1840 

17,069,453 
2.  025.  656 
1,845,264 

Population 

62,  622, 250 

14,371,893 

612,  768,  985 

50, 155,  783 

38,  558,  371 
7, 210, 420 
6,  228,  060 

31,  443, 321 
5, 477, 037 
4,  955,  894 

23,191,876  1 
3;  642,  694 
3.  ,354. 173  ; 

Primary  and  ciimmon.  1840;  public,  1850,  etc.  (o)j 

9.  951.  608 

a  " Primary  and  common  "  in  1840 ;  "  public  "  in  1850, 1880,  anil  1870; 
b  Includes  64,478  ailditional  to  common  Hchools. 


'  public  common  "  in  1880  and  1890. 


The  errors  in  all  the  years  seem  to  have  had  a  fairly  uniform  intlnence,  apparently  partly  due  to  the  constancy 
of  local  conditions.  The  variations  of  school  age  and  methods  of  administration  must  modify  the  value  of  any 
com])arisons  between  two  states.  Great  lo<ral  changes  adjust  themselves  into  a  moderate  general  effect.  In 
illustration,  compare  the  20  years  from  1850  to  1870  and  the  20  years  from  1870  to  1800.  Population  apparently 
increased  in  the  first  interval  66.26  per  cent  and  in  the  second  (i2.41  per  cent.  Total  school  enrollment  seems  to 
have  increased  97.94  per  cent  between  1850  and  1870  and  99.32  per  cent  between  1870  and  1890,  rates  nearly 
identical.  The  difference  in  the  use  of  terms  and  the  uncertainty  of  their  interpretation  in  the  various  censuses 
make  minutely  accurate  comparison  impracticable. 

The  term  public  schools  is  popularly  used  in  recent  years  to  include  the  great  body  of  common  schools,  as 
they  are  called  in  certain  states,  maintained  for  local  convenience,  not  usually  including  schools — universities  for 
example — maintained  for  the  general  public,  nor  the  various  special  schools,  supervised  in  some  states  by  boards  of 
public  charities,  less  important  in  1840.  At  the  south,  and  to  a  degree  in  the  north,  public  and  private  effort  are 
often  so  combined  that  a  rigid  distinction  is  impracticable. 

The  public  schools  of  recent  years  to  which  the  "primary  and  common  schools"  of  that  time  most  nearly 
correspond  did  not  form  a  distinct  classification  in  1840.  The  title  in  that  census,  "pupils  at  public  charge", 
wovild  approach  the  present  "public  schools"  only  in  limited  portions  of  the  country. 

Under  the  limitations  we  have  the  following  apparent  conditions: 

COMPARATIVE  GAIN  PER  CENT  IN  NATIONAL  POPULATION  AND  PUBLIC  SCHOOL  ENROLLMENT:  1850-1890. 


1 

j                                                                   ITEMS. 

1                                                                                                                    

1890 

1880 

1870 

1860 

1850 

24.86 
28. 31 

30.08 

22.63 

35.  58 
47.75 

35.87 
81.77 

59.  79            25.  67 

a  "  Primary  and  common  "  in  1840;  "  public  "  in  1850. 1860,  and  1870;  and  "jtublic  common  "  in  1880  and  1890. 

The  great  relative  gain  in  enrollment  in  the  first  decade  seems  due  in  part  to  the  enthusiastic  development  of 
free  schools  in  the  north  and  west,  an  effect  subsiding  in  the  second  decade.  The  decline  in  the  third  decade  is 
ai)parently  partly  due  to  the  disturbance  of  social  institutions  by  the  civil  war.  The  development  of  southern 
public  schools  helps  swell  the  rate  in  the  fourth  decade,  ecjualized  in  the  fifth  decade  to  a  closer  relation  to  growth 
of  I)opulation. 

The  recent  jmblic  school  movement  in  the  south  is  only  to  be  compared  with  the  educational  revolution 
between  1848  and  1800  in  the  states  formed  of  the  original  northwest  territory,  when  the  unioi.  free  school, 
depending  on  local  taxation  to  round  out  its  funds,  became  the  ideal. 

This  gain  at  the  south,  as  40  years  ago  in  the  north,  is  partly  at  the  expense  of  private  school  attendance. 
Academies  and  private  schools  have  lately  been  rapidly  changed  into  public  free  schools,  in  some  cases  retaining 
the  original  chartered  titles.  Public  funds  are  granted  with  growing  liberality  by  states,  and  the  maintenance  of 
public  schools  by  local  taxation  gains  rapidly,  to  a  great  extent,  hoMCver,  under  special  laws. 

The  board  of  education  of  Massachusetts  in  the  report  for  1890  recognizes  a  gain  in  private  schools.  Private 
school  enrollment  in  other  states  as  well  as  in  Massachusetts  has  evidently  grown  at  the  expense  of  public  school 
enrollment.  The  ofticial  school  reports  of  the  decade  have  been  debating  the  completeness  of  the  public  school 
and  the  motives  that  prompt  the  establishment  of  private  schools.  It  is  to  be  remembered  that  neither  a  public 
school  nor  a  private  school  in  itself  has  any  quality  of  influence  which  can  be  determined  by  its  name. 

The  public  schools  of  Alaska  are  maintained  by  the  national  government,  which  also  allows  compensation 
under  contracts  to  certain  other  schools.  The  schools  classed  as  private  are  maintained  by  the  Russian  imperial 
government  represented  by  the  Orthodox  Greek  Church,  the  Xorth  American  Commercial  Company,  Catholics, 
Congregationalists,  Episcopalians,  Moravians,  Presbyterians,  and  the  Swedish  Free  Mission  Sot'iety. 

Incidental  mention  may  be  fitly  made  of  local  disturbances  in  school  attendance  only,  slightly  subject  to 
modification  by  any  statute  law.  The  superintendent  of  public  instruction  of  California  attributes  a  decrease  of 
1  per  cent  of  attendance  and  an  average  shortening  of  almost  3  days  in  the  duration  of  schools  throughout  the 
state  to  floods  and  storms  of  the  winter  of  1889-1890.    The  s(;hools  of  New  Mexico  are  closed  early  in  the  season  to 


INSTITUTIONS.  19 

avoid  the  great  summer  heat.  Blizzards  attect  scliool  atteiidiiiice  in  Minnesota  and  tiie  Dakotas.  Influenza  or 
the  jirippe  diminished  the  attendance  in  1889-1800  from  Pennsylvania  northeastward  in  nearly  every  state,  as  with 
less  acknowledgment  in  reports  it  piobably  did  across  the  country.  Simple  mud  of  the  country  roads  was  a 
recognized  influence  to  diminish  attendance  in  many  states  from  Pennsylvania  at  the  north  to  Alabama  at  the 
south  and  west  to  the  Missouri  river.  The  best  equipped  communities  have  occasion  to  recognize  jnovidential 
interruptions  to  school  attendance  causing  irregularities  that  are  not  chargeable  to  want  of  interest,  general  or 
personal,  among  parents  or  among  children.  Certain  regulations  in  Portland,  Maine;  Worcester,  Massachusetts, 
and  New  Haven,  Connecticut,  may  be  cited  in  illustration.  The  details  differ  in  these  cities,  but  there  is  a  general 
similarity  in  providing  that  on  very  inclement  mornings  a  certain  signal  upon  the  fire  alarm  notifies  the  people 
that  the  morning  school  session  is  omitted,  and  when  storms  have  grown  to  a  degree  involving  dangerous  exposure 
after  the  children  have  gathered,  a  similar  signal  toward  noon  notifies  them  that  tln^  school  work  of  the  day  will  be 
completed  in  one  long  session  without  noon  intermission  or  a  regular  afternoon  session.  In  cities  of  a  milder 
climate,  such  as  New  York,  Washington,  and  St.  Louis,  for  example,  somewhat  similar  precautions  are  taken  to 
avoid  exposing  children  to  storms  at  noon. 

In  Alabama  the  allotment  of  public  money  for  a  pupil  whose  parents  found  it  necessary  to  send  him  out  of 
his  district  might  be  paid  direct  to  the  parent. 

The  conditions  of  Texas  have  peculiarities  arising  from  its  forivier  national  independence.  There  are  no  federal 
public  lands  in  Texas,  and  the  state  has  its  own  system  of  land  management.  Each  county  has  a  grant  of  4 
leagues  of  land  for  school  purposes,  each  league  containing  4,428  acres.  Three  modes  of  school  organization  in-evail : 
the  community,  the  district,  and  the  city  or  independent  district.  Under  the  first  mode  a  number  of  families 
are  authorized  to  organize  themselves  into  a  community  for  school  purposes  without  taxing  powers  or  defined 
territorial  boundaries.     The  pupils  of  the  cdu)  inanity  have  the  benefit  of  a  prorated  distribution  of  public  funds. 

The  state  superintendent  of  Texas  says  of  the  community  system : 

The  community  is  not  a  continuous  or}>'iiniziitiou.  It  is  or<:;iinized  at  the  beginning  and  dissolves  itsdf  at  the  end  of  the  school 
year.  It  is  almost  impossible,  under  these  cliaugiug  <onditions,  to  have  the  co-operation  in  a  community  which  is  necessary  to  secure 
a  good  school  building.  Local  assistance  is  necessary  to  have  good  schools.  A  comumnity  can  not  levy  a  local  tax  because  it  has  no 
fixed  boundary.  The  law  authorizing  the  organization  of  taxing  districts  in  community  counties  is  cumbersome  and  difficult  of 
execution;  besides,  these  districts  when  organized  arc  liable  to  put  the  county  in  a  bad  condition  to  be  permanently  districted  should 
it  become  necessary. 

The  district  system  is  somewhat  like  that  in  other  stat«s.  The  cities  and  independent  districts  are  authorized 
to  take  full  charge  of  their  schools,  including  the  raising  of  local  taxes.  Local  taxation  is  optional  in  other 
districts  and  impossible  in  single  communities.  There  are  (1890)  75  community  counties,  130  district  counties,  and 
128  cities  and  independent  districts.  The  tendency  is  toward  district  organization.  Many  counties  do  not  appear 
in  the  report  for  lack  of  population  to  organize  local  institutions. 

The  census  of  1880  evidently  took  no  account  of  the  attendance  of  those  outside, the  legal  age  limit,  which 
tends  to  inflate  the  rates  of  gain. 

There  are  reported  at  public  schools  under  age  31,080  white  pupils,  r},[)51  colored  pupils;  over  age,  23,800 
white  pupils,  4,675  colored  pupils;  over  and  undci'  age,  (55,512,  included  in  the  table. 

The  report  of  the  commissioner  of  public  schools  of  Ttah  records  the  teachers  and  pupils  of  both  public  and 
private  schools  as  Mormon  and  non-Mormon.  As  the  enrollment  of  children  of  Mormon  parents  in  the  public  schools 
is  over  9  times  as  great  as  that  of  children  of  non-Mormon  parents  it  occurs  that  some  persons  confuse  public  schools 
in  Mormon  neighborhoods  with  schools  under  the  care  of  the  Mormon  Church.  The  schools  under  charge  of  the 
board  of  education  of  the  Church  of  Jesus  Christ  of  Latter-day  Saints  (Mormons)  have  5,092  pupils  (2,803  male, 
2,289  female)  with  9(>  teachers  ((»1  male,  35  female)  distributed  in  Arizona,  Idaho,  and  Utah.  The  Catholics 
Congregationalists,  Episcopalians,  Lutherans,  Methodists,  and  Presbyterians  maintain  schools  generally  more  of  a 
missionary  than  of  a  parochial  character. 

The  office  of  county  superintendent  in  Idaho  ceased  in  January,  1891.  Its  duties  are  laid  on  the  probate  judges. 
The  changes  of  officials  and  the  mode  of  administration  added  to  the  difficulty  of  tracing  out  details  for  the  census 
year. 

Of  508  schools  in  New  Mexico,  according  to  the  governor's  report,  139  (over  one-fourth  of  all)  are  taught  in 
Spanish,  and  184  (over  a  third  of  all)  in  English  and  Spanish,  leaving  164  (just  less  than  a  third)  taught  in  English. 
Governor  L.  Bradford  Prince  says: 

As  the  desire  of  every  Spanish  speaking  New  Mexican  is  that  his  children  should  understand  English,  it  would  be  taught  in  all 
schools  if  English  speaking  teachers  could  be  found  for  the  small  salaries  which  can  be  paid  in  remote  districts. 

Many  wealthy  families  employ  private  tutors. 

The  remarkable  disproportion  of  boys  to  girls  enrolled  in  Valencia  county  (30  to  1)  is  confirmed  by  difi'erent 
officials.  The  great  distances  over  which  pupils  must  go  to  school  in  the  sparsely  settled  regions  seem  to  have  some 
local  emphasis  here  against  the  attendance  of  girls.  Ten  families  have  been  necessary  to  the  legal  establishment  of 
a  public  school,  and  even  a  boy  on  a  galloping  pony  can  not  always  go  to  school  and  return  in  a  day.  In  this  county 
a  little  more  than  3,000  children  of  school  age  are  scattered  over  an  area  larger  than  the  state  of  MassachusettvS. 


20 


EDUCATION. 


Here  it  is  again  emphasized  that  weak  scliools  are  hardly  more  a  question  of  race  than  of  sparse  populatiou, 
small  fliiaucial  ability,  and  feeble  social  organization. 

The  number  of  teachers  in  North  Carolina  is  not  given  in  direct  form,  but  the  state  sui)erintendent  thinks  it 
will  approximate  the  number  of  schools,  with  an  allowance  of  perhaps  150  additional  teachers  for  the  towns  and 
cities.  The  number  of  scliools  is  here  used  for  the  number  of  teachers,  and  the  division  by  sex  is  based  on  the 
division  of  sex  of  licensed  teachers. 

The  Croatans,  under  Kobeson  county  in  the  table  for  North  Carolina,  are  a  peculiar  i)eop]e,  for  whom  the  state 
lias  established  special  schools.  They  are  of  marked  Indian  type  and  have  an  interest  to  students  of  history  in  a 
claim  of  descent  from  the  Hatteras  Indians  and  Sir  Walter  lialeigh's  lost  colony. 

Local  option  shows  itself  to  be  sometimes  even  stronger  than  statute  law  in  the  administration  of  school  affairs. 
Communities  grow  into  methods  of  administration  which  (continue  after  laws  establishing  them  are  repealed  or 
which  statute  law  has  not  confirmed.  This  is  not  confined  to  illiterate  justices  of  the  peace  whose  interpretations 
of  law  in  the  ba^k  settlements  point  the  stories  of  comic  writers,  but  men  in  our  best  communities,  carrying  high 
diplomas  and  charged  witli  the  administration  of  law,  continually  tend  to  form  habits  for  that  administration  that 
do  not  adapt  themselves  to  changes  of  law  till  they  are  rudely  disturbed  by  some  litigation  that  subjects  their 
methods  to  a  judicial  comparison  with  laws  in  whose  name  they  conducted  jiubhc  affairs. 

Many  schools  have  taken  on  intensely  local  conditions  that  are  overlooked  by  those  who  expect  to  mold  all 
public  education  after  a  uniform  pattern.  Even  absolute  monarchy  can  not  compel  uniformity  iu  village  or  other 
community  administration,  much  less  can  uniformity  bo  f  jiced  in  a  great  wide  country  in  which  diverse  grouiis  of 
people  settle  for  themselves  how  they  will  conduct  their  aSfairs,  and  among  whom  no  prosecutor  will  rise  for  a 
jjopular  departure  from  law  wliicli  does  not  attract  the  attention  of  outsiders. 

NOMINAL  AVERAGE  LENGTH  OF  SCHOOL  TERM   IN    DAYS  FOR   EACH   STATE  AND  GROUP  OV  STATES  AND    Folf  THE 

UNITED  STATES. 


United  States 

North  Atlantic  division . 


NUMBER 
op  DATS. 

..       130 


160 


South  Atlantic  division- 
Georgia  

Florida 


NCMBEli 
OF   DAYS. 

-Continued. 

83 

120 


Maine 112 

New  Hampshire 118 

Vermont  

Massachusetts 

Rhode  Island 

Connecticut 

New  York 

New  Jersey 


136 

177 

188 

183 

187 

192 

Pennsylvania 148 


South  Atlantic  division . 


120 


Delaware 166 

Maryland  184 


District  of  Columbia 

Virginia 

West  Virginia 

North  Carolina 

South  Carolina 


185 

118 

97 

59 

70 


North  Central  division. 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North  Dakota 

South  Dakota 

Nebraska 

Kansas 


142 


South  Central  division 


165 
130 
161 
156 
159 
128 
156 
121 
103 
145 
140 
135 

91 


NUMBER 

OF    DAYS. 

South  Central  division — Continued. 

Alabama 70 

Mississippi 88 

Louisiana 102 

Texas 105 

Oklahoma  (Greer  coinitv  only).  33 

Arkansas 75 


Western  <livision 


120 


Kentucky 109 

Tennessee 86 


Moutiina 143 

Wyoming  (estimated) 120 

Colorado 145 

New  Mexico 77 

Arizona 130 

Utah 125 

Nevada 139 

Idaho 70 

Alaska 153 

Washington 97 

Oregon 118 

California 158 


The  table  of  average  duration  of  schools  is  not  of  high  value,  although  most  of  its  items  are  directly  fi  om  recent 
state  reports,  but  it  is  worth  something  as  a  basis  of  judgment  of  the  duration  of  schools.  The  long  terms  of  city 
schools  tend  to  increase  the  average,  the  brief  terms  of  country  schools  tend  to  h)wer  the  average,  and  one  or  the 
other  sometimes  exercises  a  disproiiortionate  inrtuence  on  the  result.  It  must  not  be  forgotten  that  generally 
in  the  southern  states  and  exceptionally  in  northern  states  the  table  can  not  represent  the  extension  of  public 
school  terms  by  private  resources.  The  table  would  have  a  higher  value  if  there  were  any  agreed  basis  on  which 
the  ditt'eient  states  reported. 

Several  southern  states  make  appropriations  to  be  distributed  for  the  maintenance  of  schools,  leaving  buildings 
to  be  provided  mainly  by  local  contributions.  The  state  of  Texas,  for  example,  for  1S89-189(»  gave  $4,  and  for 
1890-1891  $4.50  for  every  child  of  school  age,  without  distinction.  Communities  of  stable  property  owners  can 
erect  commodious  edifices  if  they  choose;  shifting  tenantry,  just  beginning  to  know  what  ownership  means,  can 
liardly  muster  force  to  put  up  a  log  pen  with  a  roof  over  it  on  douiited  land  with  donated  timber.  Property  owners 
are  able  to  lengthen  out  their  schools  by  contributions  and  tuititm  fees,  while  men  with  emjity  pockets  let  th(>ir 
schools  stop  when  the  public  money  is  exhausted.  It  is  less  a  question  of  race  than  of  resources  and  numbers. 
Weak  districts  anywhere  in  the  United  States  have  weak  schools.     With  allowance  for  difference  of  climate,  a 


,  INSTITUTIONS.  21 

clean,  uucbiiiked  log  cabiu  in  Florida  or  Lonivsiaiia  is  better  than  au y  oue  of  the  hundreds  of  scboolbouses  reported 
unfit  for  use  in  feeble  districts  of  states  where  the  snow  lies  deep  for  months.  The  (juestion  of  ability  has  much 
to  do  with  the  expenditure  for  schools.  Sparsely  settled  districts  do  not  have  schools  like  those  of  densely 
l)opulated  districts. 

The  public  school  enrollment  of  California,  Oregon,  Iowa,  Minnesota,  and  all  states  east  of  the  Mississippi 
and  north  of  the  Ohio  rivers  shows  a  decline  in  the  decade  as  compared  with  population,  Au  absolute  loss  is 
indicated  in  Indiana,  Maine,  New  Haini)shire,  and  Vermont.  It  is  a  question  whether  the  total  school  enrollment 
has  thus  declined,  or  even  the  public  school  enrollment,  to  the  degree  indicated.  IJetter  records  may  eliminate 
duplications  to  a  greater  extent  than  heretofore.  It  is  seriously  to  be  regretted  that  ettective  attendance  could 
not  be  generally  com])ared.     It  lias  evidently  increased  in  some  states  in  a  greater  ratio  than  the  eniollment. 

There  was  never  a  time  when  in  the  whole  breadth  of  the  land  there  was  more  interest  on  the  subject  of 
education  than  now.  The  gains  in  recent  years  have  been  very  great,  though  there  is  widespread  complaint  that 
the  advancement  of  i)upils  is  unsatisfactory. 

In  portions  of  the  country  where  public  schools  are  comparatively  recent,  great  stress  is  laid  upon  classification 
aiul  uniformity  of  books  and  method  of  administration.  In  regions  where  large  schools  have  been  closely  graded 
long  enough  to  cover  the  school  life  of  the  present  i)upils,  complaints  are  loud  that  individual  progress  is  sacrificed 
to  excellence  of  routine  management.  No  one  can  examine  the  conditions  at  this  time  in  the  country  at  large 
witlumt  having  these  contrasted  situations  forced  upon  his  attention.  One  finds  imi)erative  demands  in  one 
quarter  for  grading  and  uniformity  of  text  books  backed  by  claims  that  with  them  educational  difficulties  will 
vanish,  and  in  another  quarter  he  finds  claims  for  the  widest  freedom  that  individual  needs  and  preferences  can 
suggest,  in  order  that  no  individual  may  be  cramped  in  his  mental  growth. 

The  municipal  and  social  adjustments  of  two  states  differ  widely.  Two  counties  or  two  cities  of  the  same 
state,  and  even  two  wards  of  the  same  city  differ  widely.  A  constant  diversity  exists  between  rural  and  city 
conditions. 

The  school  is  but  one  agency  to  aid  the  family  and  the  individual.  The  family  is  responsible  for  the  child's 
ignorance,  and  the  individual  is  responsible  for  his  own  continued  ignorance. 

In  au  ideal  society,  where  every  family  has  at  least  a  (juarter  acre  plot  for  cottage  and  garden,  the  chdd  will 
grow  beside  the  mother  till  strong  enough  to  go  alone,  attempting  to  imitate  her  occui)ations.  Presently  the  boy 
will  go  forth  with  his  father.  The  parents  join  with  other  parents  to  provide  schools  for  instruction  and  training, 
with  the  domestic  life  still  the  dominant  factor,  till  the  union  of  families  covers  such  multitudes  that  it  takes  on  a 
municipal  character. 

As  a  co-operative  agency  the  school  ceases  to  secure  public  synq)athy  and  supjtort  when  it  goes  beyond  the 
work  in  whi(;h  the  co-operators  can  unite.  When  the  people  are  essentially  agreed  in  their  views  of  religion  and 
science  it  is  comparatively  easy  to  arrange  extended  courses  of  study;  but  when  wide  diversities  of  conscientious 
conviction  exist  in  the  conununity,  all  religious,  scientific,  and  historical  instruction,  beyond  commonplace  axioms, 
endangers  the  co-operation. 

The  published  regulations  of  one  of  our  cities  (Savannah,  (ieorgia)  illustrate  at  once  the  strength  of  local 
opinion  in  determining  questions  of  administration  and  the  concessions  that  are  more  or  less  formally  made  to 
bring  communities  of  diverse  views  into  harmonious  action.  The  text  books  used  in  the  public  schools  of  Savannah 
must  be  such  as  are  approved  by  the  board  and  be  the  same  in  all,  except  in  a  group  of  schools  lately  adopted  into 
the  public  school  system,  where  books  on  history  and  geography,  and  reading  books,  chosen  by  those  heretofore  in 
chaige,  are  allowed. 

The  danger  of  abuse  should  the  army  of  inexperienced  teachers  and  unskilled  school  officers  attempt  to  use 
their  own  judgment  in  selecting  from  the  wealtli  of  material  by  which  even  the  most  elementary  reading  could  be 
ennobled  has  led  to  the  enactment  of  state  and  city  laws  rigidly  prescribing  narrow  lists  of  text  books. 

Taking  the  country  at  large,  we  can  not  expect  any  schools  to  do  the  whole  work,  and  we  must  welcome  all 
Mholesome  agencies  in  the  general  instruction  of  the  i)eople. 

Looking  at  school  as  a  compulsory  agency,  statute  law  is  excellent  as  a  statement  of  agreement  as  to  the  mode 
of  action  where  only  rare  opponents  are  to  fall  under  its  penalties,  but  when  it  is  in  advance  of  public  approval, 
the  enforcement  is  weak.  Laws  on  education  particularly  require  neighborly  harmony  for  eflectiveness.  The 
coerced  minority  to-day  is  liable  to  become  the  tyrannic  majority  tomorrow. 

We  have  two  wholly  different  conditions  to  consider,  even  on  the  supposition  that  the  pubUc  harmoniously 
otters  the  child  opportunity  for  unlimited  attainment  at  school.  In  the  open  (;ountry  the  co-operative  character  of 
schools  is  strong  and  the  influence  of  the  family  is  prominent.  In  the  dense  city  the  public  school  stands  more 
strongly  as  a  token  of  authority,  an  ally  of  the  police  department.  The  child  in  the  villages  and  rural  districts 
is  privileged  to  be  trained  to  a  degree  in  industrious  habits  by  his  parents,  and  he  gains  a  stock  of  knowledge 
inaccessible  to  his  city  cousin.  An  overwhelming  proportion  of  Congressmen,  for  example,  as  boys  had  only 
common  country  school  privileges,  but  carried  studious  habits  into  mature  life  either  with  or  without  collegiate 
opportunity. 


22  EDUCATI()>s. 

Maine,  si  state  still  hoinogeiieous  in  a  marked  degree,  witli  diversified  rural  occupations,  perhaps  best 
preserves  the  couditions  general  when  the  early  training  of  our  leading  men  was  so  largely  iu  winter  schools. 
The  schools  of  the  state  averaged  but  little  over  22  weeks  in  1889  or  1890.  Even  the  town  high  schools  barely 
exceed  an  average  of  G  months  in  the  year,  and  the  young  people  are  busy  on  the  farms  and  in  the  shops  and 
tea<;hing  the  yet  humbler  schools  in  the  intervals.  Vet  Maine  does  not  take  an  inferior  rank  in  a  comi)arison  of 
the  men  and  women  she  rears  with  those  of  other  parts  of  the  Union. 

Within  a  few  years  industrial  training  has  rt^ceived  much  attention,  but  its  popular  development  has  been 
irregular  and  almost  wholly  in  the  line  of  manufactures.  The  rural  schools  of  Central  Europe  and  Scandinavia 
have  gardens  aiul  orchards  for  instruction,  the  schoolhouse  is  the  teacher's  home,  and  his  tenure  is  permanent. 
We  omit  these  features  in  our  imitation  of  the  great  European  teachers  and  attempt  to  copy  Pestalozzi  and 
Froebel's  kindergartens  without  the  gardens. 

Where  the  heterogeneous  city  element  dominates,  the  lather  leaves  home  for  his  daily  occupation  before  his 
family  is  together  in  the  morning,  and  in  families  of  iude])endent  incomes  the  mother  too  often  turns  oft'  the 
children  to  nurses  or  teachers  whose  service  in  guarding  them  from  bodily  harm  and  restraining  them  from 
troublesome  freedom  at  play  is  valued  above  their  moral  and  intellectual  work.  If  life  demands  all  the  wage 
earning  force  of  the  family,  the  mother,  like  the  father,  may  be  away  all  the  busy  hours  and  home  influence  is  at  a 
minimum. 

The  waste  of  time  in  the  elementary  urban  ty[)e  of  schools  is  enormous,  except  when  they  are  viewed  as  houses 
of  detention.  Children  iu  families  abundantly  supplied  with  books  and  current  literature  will  sijontaneously 
read  early  enough,  and  not  one  day  need  be  spent  in  mere  learning  to  name  printed  words  of  one's  customary 
vocabulary.     Even  a  Cherokee  or  a  Hudson  bay  Indian  can  learn  to  read  in  his  own  language  within  one  week. 

As  the  children  grow,  severity  of  grading  rei)els  those  who  are  a  little  out  of  line  with  a  course  of  study. 
There  is  great  irregularity  of  employment  throughout  the  country,  and  there  is  limited  op])ortunity  for  boys  and 
girls  who  have  been  at  work  or  otherwise  detained  to  go  into  school  at  any  time  of  year  without  being  put  into 
classes  of  much  younger  children,  organized  only  in  the  fall  or  spring.  There  often  lies  a  strength  of  the  ungraded 
country  school  in  taking  up  a  pupil  at  any  stage  of  progress.  Age  and  maturity  are  as  much  to  be  considered  in 
grading  as  knowledge  of  books,  and  the  young  person  who  looks  baek  wistfully  at  the  rigidly  graded  school  he 
left  has  three  conditions  of  humiliation  to  face:  (1)  his  class  has  left  him;  (2)  his  ])hysical  growth  makes  him 
conspicuous  among  the  younger  children;  (3)  he  does  not  exi^ect  any  credit  for  relative  progress  in  any  prescribed 
subject  as  long  as  he  is  backward  in  any  other. 

The  external  forces  in  city  conditions  sometimes  overwhelm  the  most  careful  and  conscientious  fidelity  of 
parents.  On  the  other  hand,  in  the  very  worst  cases  of  bad  parental  management  the  stranger  who  tries  to  lead 
the  child  to  a  nobler  life  is  apt  to  find  him  incapable  of  accepting  anything  higher  than  his  ])arent  as  an  ideal, 
somewhat  as  a  r<mgh  miner  with  a  theoretical  acknowledgment  of  the  superiority  of  the  education  of  a  university 
graduate  counts  him  but  a  "  tenderfoot "  till  he  proves  his  quality  by  some  impressive  manifestation  of  skill  or 
courage  that  gives  o]>portunity  to  measure  him  by  standards  in  daily  use  in  the  camps. 

One  of  the  most  important  promises  of  university  extension  is  aid  for  working  men  and  women  to  keejj  iu 
advance  of  their  children,  who  can  naturally  and  loyally  follow  them. 

The  city  system  rests  upon  the  enforced  inability  of  the  ]>arent  to  let  the  child  grow  into  oc('U])ation  un<ler  his 
own  eye,  the  crowded  condition  of  living  so  that  a  child  lias  no  place  for  wholesome  animal  activity.  The  cities 
and  the  districts  that  imitate  them  have  stretched  their  s(!hool  terms  from  two  motives,  one  giving  a  semipolice 
character  to  the  school  as  a  place  where  children  Avill  be  safely  kept,  the  other  a  feeling  that  as  salaried  servants 
teachers  have  too  much  vacation.  The  well  to  do  still  relieve  their  children  from  the  barrenness  of  city  confinement 
by  taking  them  to  the  seaside  or  the  mountains  or  the  woods  for  the  summer,  but  the  teachers  begin  to  hear  a 
demand  that  they  stay  behind  to  keep  vacation  schools  for  the  children  who  can  not  leave.  The  couditions  are 
essentially  opposite  in  'the  two  types  of  school. 

In  the  typical  co-operative  school  of  a  community  of  parents  who  can  keep  their  children  judiciously  occupied 
under  their  own  guidance,  the  school  terms  are  shortened  and  their  advantages  are  more  highly  prized,  entering 
more  completely  into  the  home  life  than  in  the  tyi)ical  city  school,  where  authority  increases  at  the  expense  of 
co-operation  and  the  natural  tiresomeness  of  a  child  under  long  drawn  monotony  takes  on  a  degree  of  antagonism 
to  the  operation  of  the  machine.  The  teacher  who  boards  around  in  a  poor  district  of  New  Hampshire  or 
Pennsylvania  can  often  do  more  for  the  individual  child  than  a  teacher  in  a  great  city. 

The  scholastic  requirements  for  admission  to  West  Point  are  reading,  writing  and  orthograi)hy,  arithmetic, 
grammar,  geography,  and  history  of  the  United  States.  They  are  the  simplest  used  in  any  institution  of  high 
repute,  and  would  form  a  suitable  standard  for  the  minimum  aim  of  every  boy  and  girl.  There  is  hardly  a  corner 
of  the  land  where  an  earnest  boy  could  not  get  help  enough  to  conquer  them  by  the  time  he  was  17,  the  minimum 
age,  certainly  by  22,  the  nuiximum  age  for  admission,  even  if  he  worked  on  a  farm  or  in  a  shop  mucji  of  the  time. 
The  standards  required  by  any  other  institution  whose  influence  bears  upon  the  vicinity  could  profitably  be  kept 
before  all  pupils  who  could  appreciate  them,  not  with  an  exi)ectation  of  entering  West  Point,  but  as  a  convenient 
minimum  attainment  for  every  citizen. 


INSTITUTIONS. 


23 


The  country  school  does  most  for  the  nation  in  proportion  to  iwpuhition  and  resources.  It  needs  checking, 
rather  than  urging,  in  adopting  city  methods.  Many  question  whetlier  the  city  type  of  school  has  not  done  great 
harm  by  its  certificates  of  studies  completed,  and  whether  the  country  boy  who  has  left  school  knowing  that  he 
was  ignorant,  is  not,  therefore,  more  accessible  to  the  lessons  of  after  life. 

SCHOOLS  BY  COLOR. 

Tlie  apparent  relation  of  public  common  school  enrollment  to  population,  white  and  colored,  in  the  southern 
staters  in  1890,  and  the  relative  increase  of  colored  enrollment  in  the  decade,  are  seen  in  the  tables  below:  ' 

APPARENT  KELATION  OF  PUBLIC  COMMON  SCHOOL  ENKOLLMENT  TO  POPULATION, 
WHITE  AND  COLORED,  IN  THE  SOUTHERN  STATES  IN  1890. 


(iEOGRAPIIHAL    DIVtSIONS. 

PDPb'l.ATION,   1890. 

PUBLIC  COMMON   SCHOOL 
EXBOLLMENT,    1890. 

PER  CENT  OK 

ENEOLLMiiNT  TO 

POPULATION. 

White. 

Colored. 

White. 

Olored. 

White.     Colored. 

Total           

15, 608, 183 

6, 901, 814 

3,400,061 

1,288,736 

21.  «4 

18.67 

5. 592, 149 
7.  487,  .576 
2.  528,  4.58 

3,  265, 771 

3, 485,  317 

150,  726 

1, 168, 557 

1,6.52,994 

587,  510 

582, 668 

673,  264 

32,804 

20.90 
22.08 
23.24 

17.81 
19.32 
21.76 

Missouri 

APPARENT  RELATIVE  INCREASE  OF  WHITE  AND  COLORED  PUBLIC  COMMON  SCHOOL 

ENROLLMENT:  1880-1890. 


,                  GEOGRAPHICAL   DIVISIONS. 

ENROLLED  IN  PUBLIC  COMMON  gCBOOLS. 

\ 

PEB  CENT  OF 

White. 

Colored. 

INCBEASE. 

1H90 

1880 

1890 

1880 

White. 

Colored. 

Total 

3, 409, 061 

2,301,804 

1, 288, 736 

797,286 

46.10 

01.64 

1, 168,557 

S.59  .5111 

582,  668 

673, 264 

'           32, 804 

379,543 

393, 697 

24,046 

35.96          53.52 
68.61           71.01 

SoHtli  Central  (a)                

1,  052,  994                980.  338 

Missouri 

587,  510 

461,956 

27.18 

36.42 

a  The  enrollment  in  Texas  for  1890  includes  65,512  pujiils  (54,880  white,  10,fti2  colored)  over  and  under  school  age;  but 
tlie  corresponding  figures  were  apparently  not  included  in  1880. 

The  negro  race  leaped  from  the  illiterate  slavery  of  30  years  ago,  and  in  that  time  it  has  taken  rank  with  the 
white  in  eagerness  to  go  to  school. 

Tables  are  presented  in  this  report  (numbers  10,  11,  and  12)  indicating  the  apparent  relation  of  public  common 
school  enrollment  to  the  population,  1880-1890,  by  states,  grouped  geographically;  the  apparent  relation  of  public 
common  school  enrollment  to  population,  white  and  colored,  in  the  southern  states,  1890,  and  the  apparent  relative 
gain  in  public  common  school  enrollment,  white  and  colored,  in  the  southern  states,  1880-1890.  Missouri  is  placed 
in  certain  tables  with  southern  states  because  identified  with  them  in  social  institutions. 

PUBLIC  SCHOOLS  IN  CITIES. 

Tbe  constant  tendency  in  handling  great  masses  is  to  minimize  the  needs  of  the  individual  in  i)erfecting  the 
organization  of  the  whole.  The  school  systems  of  the  great  cities  sometimes  by  their  high  rank  as  great  machines 
rouse  the  ambitious  imitativeness  of  lesser  coinmunities,  but  even  when  viewed  as  excellent  machines  one  must 
expect  frequent  disapi)ointment. 

Cities  presumably  have  reached  stable  systems  of  record,  but  the  presumption  is  not  wholly  justified.  Even 
the  number  of  different  pupils  enrolled  in  the  year  is  a  formidable  question.  Many  superintendents  were  at  the 
pains  to  seek  out  for  tlie  census  the  facts  not  recoi'ded  in  their  cities. 

A  city  sometimes  includes  more  than  one  distinct  school  district.  One  district  may  report  fully,  and  another 
only  in  part. 

The  current  records  in  various  cities  show  no  distinction  of  color.  Permanent  summaries  kept  in  the  respective 
superintendents'  offices  sometimes  omit  the  distinction  of  sex.  For  certain  cities  the  superintendents  have  divided 
the  aggregate,  to  show  sex  and  color,  upon  the  basis  of  present  attendance.  Any  error  in  such  an  estimate  is  very 
small,  as  a  change  in  the  absolute  number  of  the  colored  pupils  or  in  the  relation  of  the  sexes  between  the  past 
and  the  current  year  would  be  readily  detected  througli  the  familiar  knowledge  of  the  local  superintendent. 

Sometimes  the  boundaries  of  the  territory  supporting  a  system  of  schools  differ  greatly  from  the  city  lines. 
For  example:  Aurora,  Illinois,  contains  two  independent  school  systems,  which,  when  combined,  are  not  preci.sely 


24 


EDUCATION. 


coterminous  with  the  city,  leaving  still  a  small  error  to  be  eliminated  if  rigid  accuracy  of  comparison  of  attendance 
within  city  limits  were  demanded. 

Nashville,  Tennessee,  includes  certain  territory  for  school  purposes  not  otherwise  counted  with  the  city. 

Denver,  Colorado,  lies  in  districts  I,  2,  and  17  of  Arapahoe  county.  Tiioir  combined  area  varies  somewhat 
from  that  of  the  city. 

Kingston,  New  York,  includes  districts  1,  2,  3,  4,  and  5.  each  an  independent  school  municipality,  and  all 
combined  noucoterminous  with  the  city  of  Kingston. 

Cleveland  and  Cincinnati,  Ohio,  conduct  their  schools  under  special  acts,  by  which  territory  not  in  the 
respective  cities  is  attached  for  school  pur^joses. 

Decatur,  Illinois;  Hartford,  Norwich,  Stamford,  Connecticut;  Amsterdam,  New  York,  are  among  the  localities 
where  the  boundaries  of  the  school  territory  and  those  of  the  general  numicipality  are  not  identical.  Such 
instances  are  to  be  especially  looked  for  in  states  where  the  town  system  prevails,  and  the  town  may  retain  to  a 
greater  or  less  extent  the  control  of  schools  after  some  special  municii)ality  within  its  limits  takes  charge  of  its 
own  i^olice,  street,  and  tire  regulations,  or  in  the  states  where  the  national  surveys  marked  out  school  townships 
in  advance  of  settlement. 

Among  those  whose  municipal  boundaries  have  been  changed  since  1880  are  Birmingham,  Alabama,  and 
Chicago,  Illinois. 

The  conditions  of  the  city  of  New  York  are  peculiar.  The  schools  directly  or  indirectly  controlled  by  the 
board  of  education  are:  ward  schools,  grammar  and  primary ;  nautical  school;  corporate  schools;  evening  S(;hools; 
eveniTig  high  schools;  college  of  the  city  of  New  York,  and  normal  college  of  the  city  of  New  York. 

The  ward  schools,  the  college,  and  the  normal  college  correspond  to  the  day  schools  of  many  other  cities,  and 
it  is  their  aggregate  enrollment  which  appears  in  the  table. 

The  nautical  school,  with  149  boys  and  2  male  instructors,  not  included  in  the  table,  is  free  to  boys  between 
the  ages  of  3  5  and  20  years.     The  pupils  live  on  shipboard. 

The  evening  schools  and  the  evening  high  schools  are  coTnparable  with  like  work  elsewhere. 

The  corporate  schools  comprise  16  asylums  and  other  institutions,  responsible  under  local  laws  to  the  board  of 
education.  Ten  kindred  institutions  have  similar  relations  to  the  board  of  education  in  the  city  of  Brooklyn, 
Buffalo,  Rochester,  and  Syracuse  carry  teachers  of  like  institutions  on  the  public  pay  roll.  Like  institutions  do 
not  usually  report  to  jniblic  boards  of  education  in  the  country  at  large. 

There  are  some  cities  whose  school  statistics  iiave  reached  the  Census  Office  only  as  combined  with  other  parts 
of  the  counties  to  which  they  belong.  This  arises  in  part  from  the  perpetuation  of  the  school  administration  that 
was  inaugurated  before  a  chartered  muni<;ipality  came  into  existence  on  the  same  territory.  For  instance,  in 
Connecticut,  Willimantic  is  a  borough  of  8,048  people,  emi)owered  to  care  for  general  public  wants,  as  streets,  water 
works,  and  police,  while  the  schools  continue  to  be  administered  in  the  name  of  the  town  of  Windham,  within 
which  a  railroad  junction  and  maiuifacturing  interests  have  massed  this  dense  group  in  comparatively  recent  years. 

In  the  states  formed  of  the  public  domain,  many  cities  have  grown  up  whose  schools  are  still  governed  under 
the  forms  suggested  by  the  original  surveys.  "Such  are  Aurora  and  Decatur,  Illinois,  closely  paralleled  by  Denver, 
Colorado. 

Manual  training,  which  had  a  place  in  a  few  city  school  systems  10  years  ago,  has  been  very  much  more  widely 
pursued  in  the  decade. 

Among  cities  with  some  sort  of  manual  training  more  than  drawing  in  the  public  schools  are  the  following: 


Coucord,  New  Hiimpshire. 
Boston,  Massachusetts. 
Brookline,  Massachusetts. 
Cambridge,  Massachusetts. 
Hyde  Park,  Massachusetts. 
New  Bedford,  Massachusetts. 
Spriugftehl,  Massachusetts. 
Waltluim,  Massachusetts. 
Winchester,  Massachusetts. 
Providence,  Rhode  Ishind. 
New  Haven,  Connecticut. 
Albany,  New  York. 
Jamestown,  New  Yo'-k. 
Lansingburg,  New  York. 
Mount  Vernon,  New  Yorl 
Newburg,  New  York. 
New  York,  New  York. 
Olcan,  New  York. 
Elizabeth,  New  Jersey 
Ciartield,  New  .Jersey. 
Hoboken,  New  Jersey. 
Montclair,  New  Jersey. 


Morristown,  New  Jersey. 
Newark,  New  Jersey. 
Orange,  New  .Jersey. 
Passaic,  New  .Jersey. 
Paterson,  New  Jersey. 
South  Orange,  New  .(ersey. 
Union,  New  Jersey. 
Vineland,  New  .Jersey. 
Weehawken,  New  Jensey. 
Chester,  Pennsylvanin. 
Philadelphia,  Pennsylvania. 
Tidloute,  Pennsylvania. 
West  Chester,  Pennsylvania. 
Wilkesbarre,  Pennsylvania. 
Wilmington,  Delaware. 
Baltimore,  Maryland. 
Washiiigtou,  District  of  Columbia. 
Jacksonville,  Florida. 
PenSacola,  Florida. 
Cleveland,  Ohio. 
Toledo,  Ohio. 
lu<liana|inlis,  Indiana 


Chicago,  Illinois. 
Galesburg,  Illinois. 
Moline,  Illinois, 
Peoria,  Illinois. 
Springiield,  Illinois. 
Bay  city,  Michigan. 
Muskegon,  Michigan. 
Appleton,  Wisconsin. 
Eauclaire,  Wisconsin. 
Lacrosse,  Wisconsin. 
Milwaukee,Wiscousin. 
Minneapolis,  Minnesota. 
St.  Paul,  Minnesota. 
Stillwater,  Minnesota. 
Oskaloosa,  Iowa. 
Omaha,  Nebraska. 
Kuoxville,  Tennessee. 
New  Orleans,  Louisiana. 
Little  Rock,  Arkansas. 
Pasadena,  California. 
San  Francisco,  California, 


INSTITUTIONS.  25 

8UPEE10R  SCHOOLS. 

The  present  period  is  marked  by  the  development  of  universities,  particularly  of  those  maintained  by  the  states. 
Colleges  have  increased,  with  a  strong  disposition  to  optional  courses  diverging  from  the  courses  of  Greek,  Latin, 
matliematics,  and  metaphysics  so  long  deemed  the  standard.  A  decade  ago  the  criticism  of  the  miscellaneous  use 
of  the  name  liigh  school  to  cover  alike  very  elementary  work  in  a  weak  district  and  advanced  work  in  a  strong- 
body  of  population  became  emphatic,  and  more  definite  tests  of  high  school  work  have  been  developed  or 
strengthened.  Now,  university  is  the  term  at  which  a  kindred  criticism  is  directed,  and  men  are  asking  if  an 
institution  devoted  to  post  graduate  courses  and  an  institution  with  (ilasses  still  conning  secondary  studies  ai'e 
alike  entitled  to  the  name  university.  The  sti'engthening  of  the  local  high  schools  by  a  better  defining  of  their 
work  is  accompanied  by  a  question  in  some  (luarters  whether  an  institution  that  takes  students  from  the  iiigh 
schools  is  not  rather  a  college  than  a  university,  and  a  further  (juestion  is  sigitated  whether  university  methods  are 
advantageous  to  young  students. 

Schools  of  theology  are  almost  wholly  private.  Training  for  other  i»rofessions  is  given  in  state  institutions  as 
well  as  in  private  schools. 

The  standards  for  the  profession  of  law  have  been  gradually  strengthened  and  the  work  of  law  schools  has 
been  broadened. 

The  standing  of  medical  colleges  has  been  apparently  strengthened  in  the  past  decade,  and  the  influence  of 
the  state  boards  of  health  is  recognizable  in  the  new  sense  of  responsibility  that  seems  to  prevail.  The  growth 
of  nurses'  schools  in  the  same  general  connection  has  been  considerable.  The  development  of  veterinary  surgery 
in  this  country  is  mostly  recent,  and  thus  far  the  work  is  mainly  dependent  on  instructors  from  European  schools. 
The  growth  of  schools  of  that  group  has  been  so  rapid  that  the  figures  of  the  census  year  already  fall  far  behind 
present  conditions. 

Few  women  and  not  many  colored  students  are  to  be  found  in  any  professional  schools,  except  those  for 
training  teachers,  in  which  women  predominate,  and  nurses'  training  schools,  almost  wholly  attended  by  women. 

Schools  of  pedagogy  rest  their  claim  for  a  place  among  superior  schools  mainly  upon  the  cliaracter  of  the 
training  which  they  give.  In  general,  those  maintained  by  the  state  have  the  best  standing.  The  question  of 
grouping  presents  some  difficulties.  Many  schools  for  teachers  accept  candidates  whose  low  scholarship  would 
bar  their  entrance  to  the  best  secondary  schools.  Some  universities  are  now  establishing  chairs  of  pedagogy  and 
requiring  a  high  scholarship  of  those  in  attendance.  The  term  normal  has  been  used  to  cover  private  enterprises 
which  make  no  pretense  of  professional  training,  and,  therefore,  are  not  schools  of  ])edagogy. 

The  necessities  of  a  race  rising  from  the  ignorance  of  recent  servitude  have  made  the  lequirements  for 
admission  to  schools  for  that  race  lighter,  with  a  tendency  to  higher  standards. 

The  United  States  military  and  naval  academies  are  included  in  this  general  outline  under  technology  in  the 
states  of  New  York  and  JMaryland  respectively.  For  many  years  after  their  establishment  these  institutions  were 
almost  alone  as  schools  of  mechanical  and  civil  engineering,  and  their  graduates  excel  in  those  lines  of  teciinology 
in  which  they  were  trained. 

The  development  of  schools  devoted  to  technology  has  been  stimulated  by  the  needs  of  the  last  quarter  of  a 
century,  especially  in  connection  with  the  new  demands  for  transportation,  lighting,  heating,  drainage,  and 
ventilation  in  the  tendency  to  city  life.  So  broad  is  the  field,  so  serious  are  the  demands  for  thorough  preliminary 
training,  so  extensive  is  the  equipment  for  diversified  technical  instruction  and  i)ractice,  so  scholarly,  widely  read, 
and  experienced  must  be  the  professors  who  guide  the  discussions  of  laws  and  social  relations  affecting  the  needs 
of  modern  life,  that  university  is  seriously  considered  a  fitting  name  for  the  foremost  of  these  schools.  The 
enlargement  of  these  schools  is  one  of  the  marked  educational  features  of  the  decade. 

There  is  a  group  of  schools  preparatory  ro  the  professional  schools  of  technology,  sometimes  under  the  same 
administration  as  the  latter  so  that  the  same  instructors  do  service  in  both.  The  apparent  strength  of  these 
schools  is  summarized  in  the  statement  on  the  following  page,  which  is  inserted  at  this  point  on  account  of  the 
close  relation  of  these  secondary  schools  to  technology. 


26 


EDI'OATION. 

SECONDARY  TECHNOLOGY. 


TEACHERS. 


The  United  jtates  . 


Colorado . 
riliD(.i8  . . 
ludiaiia . . 
Kansas  . . 


Total. 


13    i 


Male.     I  Femaln. 


Miaaouri 

Xew  York 

Ohio 

Penuaylvania. 
Virginia 


13 

T6 


8U 


5 

12 


11 
40 


46 

4 

1 


2 

36 

1 


j 

1 

STUDENTS. 

j 

Total. 

Male. 
Ol,870 

Female. 
1,365    ; 

3.235 

47 

278 

88 

9 

250 

2,379 

119 

17 

48 

33 

278 

80 

» 

a250 

1,060 

113 

17 

30 

14 

8 

1,319 
6 

18 

a  Includes  1  colored. 

There  are  trade  schools  with  a  distinct  independent  enrollment  whose  work  may  be  called  secondary  technology. 
There  are  other  trade  or  technical  schools  to  which  pupils  enrolled  elsewhere  go  at  designated  hours,  and  there 
are  many  cities  and  institutions  where  manual  training,  including  the  elementary  use  of  tools,  is  incorporated  in 
the  school  work.  No  attempt  has  been  made  to  represent  by  figures  the  manual  work  in  schools  whose  enrollment 
otherwise  appears  in  the  general  tables. 

Manual  training  is  prominent  in  most  institutions  specially  organized  for  the  negroes  and  the  Indians,  in 
orphanages  and  reformatories.  The  degree  to  which  it  is  carried  in  public  schools  varies  greatly  and  it  is  sometimes 
applied  to  drawing  only. 

SEGOKDAEY  SCHOOLS. 

A  school  is  even  more  an  exponent  of  social  conditions  than  a  builder  of  other  institutions,  as  may  be 
illustrated  in  the  history  of  secondary  education  in  the  United  States  in  the  50  years  since  education  was  first  a 
census  inquirJ^ 

The  two  tables  following  are  condensed  from  the  census  of  1840,  or  based  upon  it: 

SCHOOL  STATISTICS  OF  THE  UNITED  STATES:  IKIO 


geck:r.\ph]c.\l  onisioNS. 


TliB  United  Statea  . 


A^fjregat*'    ,■    Number  of 

number  of    i;    atudeuts  in 

studenta  and  1:  universities 

scholars.      11  and  colleges. 


Xumber  of 
i    scholars  in 
!    academies 
and  ^ranimar 
schools. 


2, 025, 656 


North  Atlantic 
South  Atlantic 
North  Central . 
South  Central  . 


.1      1,413,231 

.1         141, 884 

.  j  306,  327 

104, 214 


16,233 


164,159 


Number  of 

scholars  in 

primar.y  aiul 

common 

schools. 


1,845,264 


Number  of 
scholars 
at  public 
charge. 


«,S19 

3,105 
3,003 
3,506 


97,376 

34,  748 
11,  724 
20,311 


1,309,236 

104,031 

351,600 

80,397 


Population. 


468,364 


370,851 

23,  404 
62,  263 
11,846 


<tl7,  069,  453 


8, 761, 082 
3, 92.5, 299 
3, 3S1, 542 
3,025,430 


aincludea  0,100  persons  on  public  ships  in  the  service  of  the  United  States 


APPARENT  RATIO  OF  SCHOOL  ENROLLMENT  TO  POPULATION  :  1840 


geographical  divisions. 


The  Unit«d  States 

North  Atlantic 

South  Atlantic 

North  Central 

South  Central 


'Tn  ,...i,-o..oi»i.>i.i  In  academies   |     In  i)rimary 
In  all  schools.  i^°'',"^\®,™'™*  I   and  grammar      and  common 
*    -indcoueges.    .        schools.  schools. 


1:  5 

1:  28 
1:  9 
1:  29 


I:  1,052 


1:  104 


9 


1:  1,021 

1:  1,264 

1:  1,116 

1:  863 


1:  69 
1:  113 
1:  286 
1:  149 


1:  5 
I:  38 
1:  10 
1:  38 


The  negro  race,  then  essentially  illiterate,  constituted  about  two  fifths  of  the  population  iii,  the  South 
Atlantic  and  slightly  over  one-third  in  the  South  Central  division.  The  South  Atlantic  division  in  1840  had  1  in 
67  of  the  white  population  in  attendance  in  secondary  schools,  the  South  Central  J  in  9'A.  In  the  isolation  of 
families  much  elementary  and  secondary  work  was  done  by  private  tutors  and  governesses. 

In  the  absence  of  official  record,  fragmentary  accounts  and  the  memory  of  those  who  knew  northern  schools 
of  1840  indicate  a  general  equality  of  the  sexes  in  annual  enrollment  of  common  schools,  with  a  swelling  list  of  big 


INSTITUTIONS. 


27 


boys  in  winter.  In  secondary  scliools  the  same  conditions  partly  prevailed,  with  a  growing  preponderanc^e  of  boys 
and  young  men  as  the  superior  schools  were  reached.  The  average  age  in  school  was  mu(;h  higher  than  now.  The 
youth  worked  at  home  in  house  and  held  and  shop  in  busy  months,  and  went  to  school  in  slack  months  till  full 

grown. 

A  transition  for  50  years  has  been  ciianging  the  significance  of  terms.  ¥ov  ISoO  and  18(i0  it  is  probable  that 
what  were  called  "academies  and  other  schools"  included  more  elementary  work  than  the  "academies  and 
grammar  schools"  of  1840  when  "grammar  schools"  correspond  to  later  high  schools.  In  1870  the  combined 
private  academies,  day  and  boarding  schools,  included  elementary  work,  and  public  high  schools  were  credited 
in  state  reports  with  73,047  aside  from  the  high  school  pupils  of  California,  Illinois,  New  Jersey,  and  Wisconsin, 
who  were  not  separated  from  the  general  enrollment.  The  estimate  of  100,000  in  public  high  schools  in  1870  is 
amply  justified,  but  no  one  can  tell  what  to  deduct  for  elementary  work  in  private  schools  of  that  year. 

In  1880  there  was  a  failure  to  publish  full  returns. 

The  following  table,  outlining  available  returns  for  50  years  covering  secondary  work,  emphasizes  two  points: 

(1)  continuous  changes  in  conditions  and  in  the  use  of  terms  preclude  close  comparisons  for  different  decades; 

(2)  the  facts  recorded  for  schools  are  still  so  diverse  and  the  care  of  records  is  so  variable  that  no  grouping  of 
essential  items  into  an  accurate  national  summary  for  a  current  year  is  yet  possible: 

APPROXIMATE  RELATIVE  SECONDARY  ENROLLMENT  AND  POPULATION:  1840-1890. 


1840. 
1850. 
1860. 
1870. 
1880. 

1890. 


Population. 


17,  069,  45!! 
23,191,876 
31,  443,  321 
38.  358,  371 
50, 155, 783 

62,  622,  250  ] 


Approximate  secondary  enrollment. 


Academies  and  grammar  .schools 164, 159 

Academies  and  otlier  sciiools 261,  362 

Academies  and  otlier  sciiools 465, 023 

Academies,  day  and  Itoarding  sciiools a726, 688 

Not  published. 

Private 296, 245^ 

Public 311.095?  SO''' 340 


a  The  100,000  evidently  in  public  high  schools  offset  more  or  less  fully  the  elementary  pupils  in  this  line. 

The  tendency  is  toward  a  clearer  discrimination,  though  the  public  high  school,  simply  the  most  advanced 
department  of  its  locality,  sometimes  hardly  lifts  its  highest  class  above  elementary  work.  The  high  schools  of 
some  cities  have  a  year  or  more  of  superior-  work,  but  short  commercial  courses  are  in  vogue,  in  certain  instances 
without  foreign  languages  or  mathematics  above  arithmetic. 

Public  secondary  schools  whose  records  are  available,  almost  without  exception  have  more  girls  than  boys, 
which  is  greatly  emphasized  in  graduating  classes  often  of  girls  only.  For  example,  Ohio  reports  in  city  high 
schools,  1890,  3,785  boys,  10,210  girls;  graduates,  1890,  305  boys,  784  girls;  graduates  of  high  schools  of  the  state 
since  their  organization,  8,415  boys,  18,903  girls;  55,  sex  not  re])orted. 

State  university  examinations  give  a  standard  for  high  schools  in  the  following  states:  California,  Illinois, 
Indiana,  Iowa,  Kansas,  Michigan,  Minnesota,  Missouri,  ISTebraska,  Tennessee,  Texas,  and  Wisconsin. 

Some  corporate  private  universities  and  colleges  follow  a  system  of  accepting  students  on  the  certificates  of 
designated  schools  in  some  of  the  states  just  named,  and  in  Massachusetts,  Pennsylvania,  and  Ohio. 

The  certificate  system  is  provoking  much  debate.  In  its  favor  are  urged  convenience,  the  better  revelation  of 
a  pupil's  knowledge  in  his  continued  experience  with  his  teacher,  as  compared  with  the  work  of  a  few  hours,  in  which 
an  excellent  scholar  may  fail  to  do  himself  justice.  To  its  disadvantage  it  is  urged  that  studying  for  specific 
examinations  may  tend  to  a  narrowness  of  view,  and  that  the  certifying  teacher  is  in  peril  at  the  approving 
university  through  any  failure  of  a  certificated  pupil  to  maintain  himself,  and  in  peril  at  home  if  he  conscientiously 
withhohls  a  certificate  from  any  one  whose  friends  are  confident  his  teacher  ranks  him  too  low. 

A  modification  has  been  introduced  relating  to  examinations  for  admission  to  some  of  the  leading  institutions 
that  is  of  interest  as  a  recognition  that  English  literature  has  outgrown  the  powers  of  any  young  man  to  prepare 
to  answer  any  set  of  random  questions  over  its  whole  range,  and  as  a  suggestion  of  courses  that  may  advantageously 
occupy  one's  reading  time  for  an  extended  period.  The  schemes  of  these  institutions  indicate  as  much  as  two  years 
in  advance  upon  what  authors  the  applicant  will  be  questioned.  The  indirect  influence  of  these  announcements 
and  of  the  publication  of  the  questions  used  for  admission  has  been  recognized  as  an  important  power  in  elevating 
the  work  of  lower  schools,  as  one  miglit  call  it  a  form  of  university  extension,  a  term  just  gaining  hold  in  the 
United  States  to  represent  the  instructive  influence  of  universities  on  those  not  identified  with  them  as  resident 
students. 

In  California  the  schools  whose  certificates  are  received  at  the  state  university  in  lieu  of  an  entrance  examination 
are  called  accredited  schools,  and  may  be  either  public  or  pr.vate.  In  Illinois  and  Tennessee  they  are  also  termed 
accredited;  in  Indiana,  commissioned;  in  Iowa,  accepted;  in  Missouri,  approved;  in  Texas,  auxiliary,  afliliated,  or 
apijroved.  Minnesota  calls  the  high  schools  recognized  by  the  state  for  a  special  grant,  state  high  schools;  first 
class,  when  fully  equipped;  second  class,  well  equipped  in  general,  but  lacking  in  some  particular;  third  class,  not 


28  EDUCATION. 

well  equipped  as  hijili  schools,  but  with  hopeful  prospects  of  growth  to  a  higher  (;lass.  Nebraska  recognizes  the 
different  conditions  of  strong  and  weak  communities  with  two  classes  of  high  schools,  those  litting  for  a  minor 
course  and  those  fitting  for  a  major  course  at  the  state  university. 

There  is  increasing  facility  in  determining  who  had  a  test  study  like  algebra,  notwithstanding  the  incipient 
presentation  of  algebra  to  some  elementary  scholars.  We  may  add  the  students  in  two  mathematical  studies  as 
different  persons,  with  a  liability  to  error  for  those  who  took  two  of  the  studies  within  the  year. 

The  secondary  public  schools  of  the  North  Atlantic  divisicm  are  widely  diverse  in  organization,  municipal 
relations,  and  range  of  studies.  The  forest  regiinis  of  northern  New  England  and  New  York,  the  great  manufacturing 
interests  of  southern  New  England,  the  international  exchanges  and  traffic  of  New  York,  the  mining  and 
manufacturing  centers  of  Pennsylvania,  the  gardens  and  orchards  of  New  Jersey,  the  diversity  of  mountain  and 
plain  over  the  whole  division,  would  be  sufficient  to  produce  great  local  variations  in  the  needs  and  tin;  work  <if 
the  public  schools.  The  variations  growing  out  of  natural  and  industrial  conditions  are  considerably  increased 
by  the  differences  in  the  usages  by  which  the  people  in  the  several  states  have  adjusted  the  relations  between 
personal  and  municipal  ettbrt.  These  remarks  will  apply  to  the  whole  union,  but  there  has  grown  up  a  popular 
impression  that  the  term  high  school  represents  nearly  the  same  conditions  anywhere,  but  above  all  in  the 
northeastern  part  of  the  country. 

It  is  impracticable  to  give  very  definite  statements  as  to  the  number  of  pujnls  in  secondary  schools  as 
distinguished  from  those  of  elementary  rank.  In  some  cases  it  is  not  easy  to  sepai  ate  the  secondary  pupils  from 
those  of  superior  rank.  An  attempt  has  been  made  to  give  a  series  of  tables  that  shall  be  suggestive  of  the  relative 
character  of  the  work  in  the  public  schools,  at  the  same  time  indicating  the  kind  of  reports  available  to  any  one 
who  wishes  to  judge  of  the  value  of  the  present  tables  and  the  conditions  which  one  who  attempts  to  make  better 
tables  in  the  future  must  consider. 

NORTH   ATLANTIC   DIVISION. 

Maine  appears  to  include  elementary  work  in  the  high  school,  though  securing  something  of  the  old  time 
maturity  of  pupils,  still  exalting  the  value  of  the  winter's  school  in  busy  rural  communities  (average  annual 
duration  of  high  school,  25  weeks). 

Maine  has  in  high  schools  15,299,  without  distinction  of  sex,  including  5,936  in  mathematics  above  arithmetic, 
and  1,029  common  school  teachers. 

In  New  Hampshire  7,084,  without  distinction  of  sex,  are  reported  studying  higher  branches;  1,421  male  anil 
1,862  female  students  are  reported  in  public  schools  of  a  higher  grade. 

In  Vermont  2,432  scholars  are  reported  in  high  schools,  sex  not  given;  737  are  recorded  as  studying  Latin. 

In  Massachusetts  the  high  schools  are  to  a  great  extent  preparatory  to  the  colleges,  and  the  schools  rank  well 
as  secondary  schools.  The  returns  are  imperfect  in  regard  to  the  sex  of  the  pupils,  but  the  total  number  reported 
is  25,317. 

In  Rhode  Island  the  cities  and  large  towns  maintain  high  schools  of  a  generally  advanced  secondary  charactei', 
but  their  enrollment  is  not  separately  shown  in  the  state  report.  The  census  ligures,  as  far  as  definite,  are  from 
individual  reports. 

In  Connecticut  27  high  schools  were  reported,  but  the  number  of  high  school  pupils  does  not  ai)pear  in  ihe 
state  report;  so  far  as  definitely  secured  it  has  been  through  local  reports. 

In  New  York  the  board  of  regents  exercises  effective  influence  upon  the  character  of  both  private  and  pul  lie 
schools  through  its  system  of  inspection  and  examinations,  by  which  certain  allotments  of  public  money  aie 
available  to  either  public  or  private  schools,  often  on  sectarian  foundations,  according  to  the  number  of  students  n 
certain  courses  and  the  number  who  pass  certain  examinations.  The  institutions  recognized  by  the  board  oi' 
regents  are  not  rejuirted  in  such  form  that  a  ready  discriminatiim  can  be  made  between  those  which  are  to  be 
counted  as  private  schools  and  those  which  are  a  part  of  the  public  free  school  system,  nor  does  the  repoit 
discriminate  the  sex  of  students. 

The  cities  and  large  towns  of  Pennsylvania  and  New  Jersey  maintain  high  schools  with  local  variations  in  the 
range  of  studies  ])ursued,  but  the  high  school  enrollment  is  not  shown  in  either  state  report.  The  local  reports 
obtained  by  the  census  in  these  states  are  but  suggestive  of  the  total  nund>er  of  secondary  pupils. 

SOUTH  atlantk;  division. 
Maryland  has — 

In  Iiigb  schools  aud  colleges  of  IJaltiinore 1,0!>S 

Outside  of  Baltimore: 

Studying  algebra -t,  802 

Studying  geometry 1, 93ti 

A  total  api)arent  secondary  enrollnieut 7,  896 

Maryland  stands  relatively  high  in  secondary  education.  In  the  grammar  schools  of  the  city  of  Baltimore 
boys  study  algebra  through  ([uadratics  and  girls  begin  algebra,  in  addition  to  those  given  above  for  the  state. 
The  eastern  shore  of  Maryland,  comprising  9  counties  whose  whites  are  of  almost  i)urely  English  descent,  hardly 
affected  by  the  tide  of  modern  immigration,  with  numerous  academies,  deserves  fuller  description  of  its  remarkable 


INSTITTTIONS.  29 

educational,  iiioial,  aiul  social  conditions  than  can  be  given  here,  yuttice  it  to  say  thatliere  is  a  poi)ulation — total, 
184,097;  white,  125,284;  colored,  58,813 — for  many  years  standing  nearly  stationary  in  number,  of  homogeneous 
character,  essentially  rural,  having  no  aggregaticms  so  large  as  5,000  people,  rising  above  the  state  at  large  in  the 
ratio  of  secondary  pupils  in  the  public  schools. 

The  academics  of  Maryland  were  established  in  every  county  years  before  the  existence  of  the  state  public 
school  system.  Some  have  been  converted  into  high  schools  and  placed  under  the  control  of  the  boards  of  county 
school  commissioners.  The  rest  are  governed  by  boards  of  trustees  which  are  per])etual,  the  boards  filling 
\  acancics  by  election.  These  clearly  belong  under  the  head  of  secondary  education,  as  the  ancient  languages  and 
higher  mathematics  are  taught  to  all  the  students.  They  receive  donations  from  the  state,  and  report  annually 
to  the  state  board  of  education.  This  explanation  by  the  state  superintendent  of  public  instruction  makes  it  clear 
beyond  question  that  part  of  the  academies  have  become  j)ublic  high  schools.  It  is  also  clear  that  the  government 
of  the  other  academies  is  in  the  hands  of  private  corporations,  although  their  partial  support  by  the  state  leads 
some  to  call  them  i)ublic.  This  illustrates  specifically  a  difficulty  experienced  in  many  of  the  states  in  properly 
determining  whether  a  school  is  to  be  classed  as  private  or  as  iniblic. 

The  small  state  of  Delaware  has  but  few  public  secondary  schools,  and  the  number  of  pupils  has  been  partially 
ol>tained  tlirongh  individual  reports. 

The  high  schools  of  the  two  races  in  the  District  of  Columbia,  of  which  the  city  of  Washington  is  the  principal 
])art,  are  ranked  as  secondary  schools.  The  number  of  pupils  in  each  high  school  is  embodied  in  the  printed  report 
of  the  schools  of  the  district. 

In  Virginia  there  are  reported  8,122  white  and  1,002  colored  pupils  studying  higher  branches  in  the  public 
schools,  or  a  total  of  9,124. 

In  West  Virginia  there  are  reported  72  studying  geometry,  1,623  studying  algebra,  or  a  total  of  1,695  outside 
the  principal  cities.  .Vccurate  reports  from  the  whole  state  would  probably  exceed  the  estimate  here  given  for 
secondary  studies. 

In  North  Carolina  the  number  reported  in  public  secondary  schools  is  relatively  small,  since  it  is  only  by  special 
authority  of  the  boards  that  the  higher  branches  are  taught,  and  the  combination  of  public  and  private  schools 
takes  such  a  form  that  most  of  the  secondary  instruction  falls  under  private  tuition. 

For  South  Carolina  7,210,  without  distinction  of  race  or  sex,  are  given  in  the  state  report  as  studying  the 
higher  branches  in  the  ])ublic  schools. 

In  Georgia  there  are  22  public  high  schools,  mainly  in  cities  and  districts  under  special  laws,  the  use  of  public 
money  in  other  cases  being  restricted  by  the  state  constitution  to  elementary  instruction.  The  reports  from  the 
public  secondary  schools  were  not  wholly  obtainable  in  a  seiiarate  form. 

The  sparse  population  of  Florida  has  but  few  points  of  concentrated  strength  to  maintain  public  secondary 
schools,  and  of  those  kiiowledge  has  been  gained  mainly  through  individual  reports. 

NORTH   OENTKAL   DIVISION. 

The  Noith  Central  division,  by  reason  of  its  wealth  of  natural  resources  and  the  inauguration  of  school 
endowments  in  the  first  disposal  of  the  public  land,  coming  into  active  effort  just  as  the  experience  of  the  Atlantic 
states  indicated  the  most  profitable  directions  for  exertion,  has  with  its  present  density  of  population  the  most 
favorable  conditions  educationally  of  any  great  geographical  division.     The  states  are  more  fully  noted  separately. 

Ohio,  Avith  well  defined  organization,  appears  to  make  high  school  and  secondary  school  properly 
interchangeable  terms.  Out  of  a  population  of  3,672,316,  Ohio  has  in  public  high  schools,  according  to  the  state 
report,  boys,  16,051;  girls,  20,441;  a  total  of  36,492.  Of  these  there  are  studying  algebra,  25,839;  studying 
geometry,  6,919;  studying  trigonometry,  1,324;  studying  algebra  or  higher  mathematics,  34,082.  It  is  quite 
possible  that  1  in  18  of  the  high  school  enrollment  m  ould  properly  be  counted  as  a  secondary  pupil  who  was  not 
at  the  time  engaged  in  any  one  of  the  studies  used  as  a  test.  This  would  closely  indicate  the  character  of  the 
studies  of  the  high  school  pupils.  According  tt)  the  same  report  there  were  10,619  studying  Latin,  or  over  29  per 
cent  of  those  in  high  schools.  The  highest  work  at  public  charge  in  Cincinnati  will  rank  with  superior  work,  as  it 
does  more  or  less  steadily  in  some  other  cities.  It  is  quite  a  common  custom  in  Ohio  for  colleges  to  admit  students 
from  schools  of  assured  standing  without  examination. 

In  Indiana  there  is  a  minimum  course  for  commissioned  high  schools,  of  which  there  were  109  in  1890.  This 
course  c(miprises  algebra,  geometry,  and  Latin  or  German.  The  connection  between  high  schools  and  the  higher 
state  institutions  is  well  defined,  each  school  of  the  proper  standing  being  recognized  by  a  commission  of  the 
tbllowing  form : 

STATE    OF    INDIANA — HIGFI    SCHOOL   COMMISSION. 

This  (iertities  thiit  ,  superiutendent  of  tho  gra(l<'d  schools  of  the  ,  Is  authorized  by  the   state   board  of  education 

to  certify  students  of  the  high  school  department  of  said  school  for  adiuissiou  to  the  Indiana  University,  Purdue  University,  and 
the  State  Nornml  School,   in  accordance  with  tlie  re(|uirenient8  of  the  said  several  institutions. 

Deparduent  of  I'ublie  Instruction, 

Indianapolis,  ,  18 — . 

For  board  of  eiliieation.  .  I'resident. 

[.sKAf,.]  .  Secretary. 


30  EDUCATION. 

Altbough  the  state  report  is  very  complete  as  to  the  character  of  the  work  and  regardiiif;  iiumy  details,  even 
giving-  the  schools  and  the  teachers  in  charge  by  name,  the  statistics  of  enrollment  are  left  to  be  sought  from  other 
sources,  and  no  close  accuracy  is  claimed  for  the  figures  hert;  submitted. 

In  Illinois  there  were  0,262  males,  11,349  females,  total,  17,611,  in  208  high  schools,  of  which  58  were  recognized 
as  fitting  schools  by  the  state  university,  and  a  few  also  by  the  University  of  Michigan. 

In  Michigan  the  university  and  the  state  noiinal  school  admit  graduates  of  the  high  schools  without 
examination,  and  the  stimulating  influence  of  the  university  upon  the  local  high  schools  has  been  very  great,  even 
raising  a  question  whether  weak  communities  with  very  small  classes  inay  not  have  been  induced  to  undertake  an 
undue  amount  of  work.  The  university  extends  its  recognition  of  schools  doing  satisfactcny  prex)ar;itory  work  to 
schools  in  other  states.  The  high  schools  on  the  authorized  list  in  Michigan  rank  high,  and  their  students  in  1800 
were  16,908.     Unfortunately,  they  were  not  discriminated  by  sex  in  the  report. 

In  Wisconsin,  as  in  Michigan,  the  state  university  exercises  a  direct  influence  upon  high  scJiools,  which  are 
supei-vised  by  a  special  officer  of  the  state.  The  number  reported  studying  Latin  and  Greek  was  1,520.  The 
number  used  in  the  census  tables  for  public  secondarj-  pupils  is  largely  based  on  indi\idual  reports. 

In  Minnesota  the  state  board  of  education  has  a  supervision  of  the  high  schools  which  it  recognizes  in  three 
classes:  those  in  the  first  class  sustaining  full  preparatory  classes  to  the  state  university;  those  in  the  second 
class  similar,  but  not  so  well  e(piii)])ed  as  tiiose  in  tlie  first  class;  those  of  the  third  class,  of  advanced  scholarship 
and  equipment,  not  having  attained  such  stability  and  efficiency  as  to  entitle  them  to  fuller  I'ecognition,  but 
regarded  as  hopeful  candidates  for  the  second  and  the  first  classes.  Upon  the  certiflcat(^s  from  these  schools  the 
students  are  admitted  to  the  normal  school,  the  colleges,  and  universities,  with  credit  for  the  work  certified  by 
the  local  high  school.  There  were  U  first  class,  21  second  class,  and  29  third  class  schools.  A  special  grant  of 
$400  was  made  by  the  state  to  each.  There  were  .'5,665  pupils  enrolled  in  these  schools,  besides  2,274  in  the  high 
schools  of  the  two  large  cities.  There  were  admitted  upon  high  school  certificates  410  to  the  university  and  509  to 
the  normal  schools.  There  were  in  the  state  high  schools,  as  these  recognized  high  s<'hools  are  called,  aside 
from  tiu'  great  cities,  2,111  studying  algebra,  964  studying  geometry,  more  than  1,000  studying  Latin,  about  300 
studying  (lerman,  and  a  small  number  studying  (Ireek.  By  means  of  the  state  supervision  the  high  schools  of 
Minnesota  have  a  well  defined  position,  and  there  is  a  pliability  in  the  reijuirements  for  n  cognition  that  gives  due 
credit  to  the  best  ettbrts  of  feeble  communities.  Minnesota,  like  Ohio,  appears  to  make  high  school  and  secondary 
school  i)roperly  interchangeable  terms. 

In  the  Dakotas  the  numbei-  of  pupils  studying  algebra  and  geometry  outside  the  independent  districts  is 
reported.  These  independent  districts  include  the  largest  and  strongest  schools,  ready  to  certify  their  graduates 
to  the  universities.  In  the  counties  of  North  Dakota  there  are  reported  stmlying  algebra  336,  geometry  146,  or  a 
total  of  482.  In  South  Dakota  there  are  reported  in  the  counties  419  studying  algebra,  104  studying  geometry; 
total,  523.  In  North  Dakota  there  are  4,722  scholars  in  the  independent  districts.  In  South  Dakota  there 
are  11,843  scholars  in  the  independent  districts.  The  schools  of  the  Dakotas  have  been  better  equipped  with 
maps,  charts,  and  api)aratus  than  many  in  older  states,  so  that  while  the  great  changes  that  took  place  in 
certain  counties  led  even  to  the  closing  of  schools  and  the  practical  abandonment  of  some  s(;hoolhouses,  the 
number  of  scholars  pursuing  advanced  studies  may  have  been  greater  than  that  estimated  in  the  (able. 

In  Nebraska  there  has  been  a  provision  for  several  years  for  adinitting  students  to  the  state  university  in  a 
major  course,  which  it  was  supposed  could  be  anticipated  in  the  stronger  districts,  and  in  a  minor  course  to 
accommodate  those  districts  too  weak  to  nuiintain  classes  to  the  other  standard.  Early  in  1890  measures  were 
adopted  strengthening  and  advancing  tiie  staiulards  for  both  courses.  A  similarity  of  plan  to  that  in  Minnesota 
will  be  evident.  Nebraska  reports  17  schools  with  the  major  course  and  15  with  the  minor  course,  to  which  some 
addition  is  evidently  to  be  made  for  those  which  do  like  work,  but  have  not  gone  through  the  formalities  for  official 
recognition.  There  were  reported  in  all  imblic  high  schools  6,176  pu])ils,  a  number  swollen  in  this  re])ort  by 
secondaiy  i)upils  in  state  institutions. 

In  Kansas  8,030  pupils  are  repented  in  high  -ichools,  41  schools  are  accredited  with  preparing  students  for  the 
freshman  class  of  the  univeisity,  and  30  schools  additional  as  nearly  completing  that  preparation. 

During  1890  the  leading  educators  in  Iowa  took  steps  to  bring  the  high  schools  and  the  higher  institutions, 
especially  the  state  university,  into  more  intimate  relations.  It  api)eared  that  there  were  140  high  schools  in  the 
state,  of  which  88  nmintained  a  4  yeais'  course  and  50  a  3  years'  course.  Latin  was  taught  in  115  of  the  schools. 
It  also  appeared  that  60  membeis  out  of  a  freshnuin  class  of  88  in  the  university  were  fitted  in  the  high  schools, 
part  of  them  being  admitted  under  conditions.  Keturns  for  the  fall  term  of  1890  showed  5,161  boys,  8,053  girls,  a 
total  of  13,214,  enrolled  in  the  public  high  schools  of  Iowa. 

In  Missouri  there  are  about  20  city  high  schools  upon  the  accredited  list  of  the  university,  but  the  number  of 
pnpils  in  these  schools  is  not  separately  shown  in  the  state  report. 

High  sciiools  reach  increasing  numbers  of  pupils  in  these  states,  not  all  having  the  zeal  of  those  who  had  only 
rougher  opportunities.  Before  St.  Louis  or  Chicago  had  high  schools,  isolated  pupils  in  the  Missouri  woods  were 
fitting  for  college  and  algebi-a  was  studied  in  country  districts  of  the  Rock  river  valley,  where  bearded  pupils  no 
longer  maintain  debating  societies  and  where  city  enticements  for  youth  longing  after  learning  or  wages  leave 
scant  material  for  even  elementary  schools. 


INSTITUTIONS.  31 

SOUTH   CENTRAL   DIVISION. 

The  South  Central  is,  iu  a  general  way,  like  the  South  Atlantic  division  educationally.  As  elsewhere  noted, 
Tennessee  has  a  long  record  of  elementary  public  education ;  Texas,  a  gieat  development  connected  with  her  land 
giant  endowment  and  her  material  growth,  and  public  secondary  instruction  assumes  a  more  prominent  place  in 
all  the  states  year  by  year. 

The  large  cities  of  this  geographical  division  have  generally  secondary  classes  or  departments  iu  their  public 
schools,  but  the  general  tendency  of  tlie  states  is  to  spend  public  money  for  elementary  education,  leaving  secondary 
education  more  to  the  support  of  private  resources.  In  states  without  large  cities  the  growth  of  public  school 
organizations  is  not  so  well  defined,  especially  for  secondary  work,  private  arrangements  and  public  aid  mingling 
to  a  great  degree. 

The  conditions  in  Kentucky  vary  greatly  between  her  most  prosperous  counties  and  those  with  less  material 
advantages.  Some  12  cities  take  charge  of  their  schools  and  in  some  other  places  advanced  classes  are  organized, 
but  the  principal  tuition  for  public  money  is  elementary.  A  superintendent  reports  that  there  were  several  private 
schools  taught  in  the  county,  which  contains  G  academies  holding  continuous  sessions  of  10  months  each  year,  and 
that  the  schools  are  taught  in  connection  with  the  public  school  for  o  months.  In  the  state  at  large  private  provision 
is  more  prominent  for  secondary  instruction,  there  being  nearly  100  private  academies  and  high  schools.  The  state 
report  does  not  show  the  attendance  at  these  schools. 

In  Tennessee  the  university  begins  to  exercise  a  direct  influence  upon  the  public  schools,  but  the  line  of 
separation  between  public  and  private  schools  is  somewhat  indefinite.  There  has  been  recently  a  very  rapid 
change  of  the  old  academies  and  private  schools  into  public  schools,  and  some  of  the  schools  still  maintain  a  double 
character.  Some  of  the  difficulties  in  obtaining  accurate  statistics  are  indicated  in  the  statements  by  county 
superintendents.  One  says  that  his  report  of  the  institutions  other  than  public  scliools  includes  only  such  schools 
as  were  wholly  private  throughout  the  year,  and  that  in  addition  to  these  about  40  "subscription"  schools  have 
been  taught,  employing  about  50  teachers,  in  session  from  3  to  5  months,  and  reaching  an  enrollment  of  not 
less  than  1,700  pupils.  In  another  county  the  superintendent  says:  "Our  people  have  private  schools  taught  in 
many  school  districts  where  they  have  not  money  sufficient  to  have  a  public  school".  Another  superintendent 
reports  the  donation  of  a  school  building  called  a  college,  and  capable  of  seating  800  pupils,  evidently  intended  as 
the  expression  of  one  individual  in  behalf  of  public  education.  A  summary  of  the  general  situation  is  fairly  presented 
by  the  superintendent  of  an  imiwrtant  county,  who  is  pleased  to  announce  the  gradual  but  constant  advance  of  the 
public  schools  in  efficiency  and  usefulness,  and  the  appreciation  of  the  people,  who  now  realize  that  these  schools 
are  their  oidy  dependence  for  their  children  at  home.  Private  schools  are  not  now  attempted  at  all  (in  this  county), 
except  in  o  or  6  towns  where  academies  are  conducted  by  private  enterprise.  The  public  schools  are  consolidated 
with  these  academies,  and  the  principals  continue  the  remainder  of  the  year  on  their  own  account  after  the  public 
fund  is  exhausted. 

The  announcement  of  a  high  school  in  Tennessee  says: 

The  school  will  coutlnue  for  a  period  of  10  months  *  «  »  j  tuition  first  grade  »  *  *  $5  '  *  *  ;  seeond  grade  *  *  * 
$7.50  «  *  »  ;  third  grade  *  '  *  algebra  «  »  »  Latin,  $10  per  session  *  •  *  .  All  pupils  enrolled  as  free  school  pupils 
at  this  s<-hool  will  be  admitted  free  during  the  free  term. 

In  Mississippi  it  is  evident  that  there  is  great  growth  in  public  school  organization.  It  is  not  so  easy  to  give 
the  conditions  by  figures  as  in  some  other  states,  but  a  multitude  of  instances  can  be  cited  to  illustrate  every 
statement  made  in  this  connection.  Tliis  is  the  more  important  because  the  conditions  which  are  plainly  clear  in 
the  report  for  Mississippi  for  the  two  years  ending  in  1891  are  to  a  greater  or  less  degree  illustrated  in  nearly  every 
state  south  of  the  Oliio  river.  The  public  school  branches  as  taught  under  the  general  state  law  are  essentially 
confined  to  the  elementary  English  studies.  The  county  is  the  unit  of  administration,  but  the  larger  towns  can 
assume  the  entire  cjontrol  of  their  schools.  The  (iountry  school  under  the  present  constitution  will  be  maintained 
with  public  funds  a  minimum  of  4  months.  Tlie  schools  of  the  independent  districts  are  maintained  for  8  to  10 
months,  as  a  rule,  and  many  scliools  under  the  general  law  have  their  terms  extended  by  other  than  public  funds. 
There  are  in  the  state  220  high  schools  and  43  schools  iu  separate  districts.  A  very  small  number  of  tliese  high 
schools  appear  to  be  purely  private,  working  without  any  aid  from  public  funds.  Many  of  them,  however,  receive 
the  public  money  partly  by  teaching  a  free  term  while  the  money  lasts,  partly  by  crediting  upon  the  tuition  bills 
the  money  which  would  Vie  apportioned  to  each  scholar  from  the  public  fund.  Some  of  the  high  schools  are  to  be 
considered  as  wholly  public  schools,  and  yet  the  private  element  enters  so  largely  into  the  maintenance  of  education 
that  it  would  be  tedious  to  separate  clearly  the  public  high  schools  from  those  of  mixed  support  or  of  a  private 
character.  Even  where  the  tuition  in  the  common  branches  is  wholly  free,  a  fee  is  charged  oftentimes  for 
instruction  in  the  advanced  studies.  Furthermore,  the  school  property  is  to  a  very  large  extent  in  the  hands  of 
])rivate  individuals.  In  some  counties  with  a  large  number  of  schools  not  a  single  schoolhouse  is  owned  by  the 
county,  and  even  where  the  deed  has  been  made  it  often  occurs  that  it  is  of  a  limited  character,  providing  that  the 
property  shall  revert  to  the  previous  owner  when  it  ceases  to  be  used  for  school  purposes.  Some  of  the  higher 
schools  have  valuable  properties,  embracing  considerable  tracts  of  land,  and  maintain  boarding  establishments. 


32  EDUCATION. 

Tliere  are  many  .studeuts  in  the  state  in  the  advanced  mathematics  and  languages,  but  it  would  be  extremely 
difficult  to  determine  the  correctness  of  an  assignment  of  these  scholars  to  public  and  private  schools  respectively. 

In  the  words  of  one  county  superiutendi'iit,  the  high  school  is  the  link  that  binds  the  public  scliool  to  the 
college.  Local  taxation  is  hardly  of  aid  outside  tlie  separate  districts.  Tlie  state  fund  is  used  almost  wholly 
for  the  payment  of  teachers,  and  each  neighborhood  is  expected  to  provide  a  house  for  the  school.  It  so  occurs 
that  any  building  tliat  can  be  utilized  is  likely  to  be  a  schoolhouse,  and  as  the  school  is  in  many  cases  located  by 
the  temporary  preferences  of  the  ciiiiiinunity  and  the  climate  is  mild,  very  cheap  structures  are  made  to  suffice. 
The  negro  churches  are  very  largt'ly  utilized  for  schools;  in  some  instances  the  Alliance  buildings  appear  as 
schoolhouses.  A  peculiar  danger  is  noted  as  pertaining  to  these  cheap  structures  in  the  pine  woods,  namely, 
their  liability  to  destruction  by  forest  fires. 

A  specific  example  will  verify  various  statements  already  made.  The  case  selected  illustrates  tlie  current 
interest  in  education  and  the  present  modes  of  its  administration.  The  high  school  was  established  in  1<SS!)  and 
chartered  in  1890.  The  expenses  accruing  from  the  erection  of  the  building,  purcliase  of  furniture  and  erjuipments, 
were  all  defrayed  by  private  contributions  by  the  citizens  of  the  vicinity.  The  building  is  located  on  a  (5  acre  lot. 
It  can  at  present  accommodate  75  boarders.  The  school  has  no  public  endowment  fund.  It  is  managed  by  a  board 
of  directors,  which  is  a  permanent  corporate  body  having  power  to  increase  or  diminish  the  number  and  fill  all 
vacancies  that  may  occur.  It  is  not  under  the  auspices  of  any  religious  denomination.  The  di'-ectors  employ  a 
principal  aniuially  at  a  salary  of  $1,000  per  session,  and  designate  the  salaries  of  the  assistants  who  are  eiiii)]oyed 
by  the  iirincipal.  The  sessions  consist  of  a  public  term  of  4:  months  and  a  private  term  of  ~>  months.  This  school 
enrolled  112  scholars  in  1890.  A  similar  school  of  like  age  has  4  acres,  takes  boarders,  is  open  10  months  in  the 
year.  During  4  months  jiublic  term  pupils  are  cliarged  full  tuition  and  credited  with  their  share  of  the  public 
fund.  Pupils  are  itrepared  for  the  state  univ^ersity.  The  enrollment  in  this  school  is,  local  pupils,  127;  boarders, 
25 ;  total  attendance,  152. 

These  are  but  typical  instances  that  might  be  many  times  multiplied  in  Mississipi)i,  and  to  a  greater  or  less 
extent  in  the  adjacent  states. 

The  conditions  in  Alabama  are  in  general  similar  to  those  in  Mississippi,  but  they  are  not  as  well  shown  in 
public  reports. 

The  cities  of  Louisiana  have  secondary  departments,  but  the  conditions  of  a  lowland  country  are  less  favorable 
for  the  maintenance  of  secondary  schools  away  from  the  principal  cities  than  in  states  with  more  highland  homes. 

There  has  been  a  great  development  of  public  school  work  in  Arkansas,  and  some  of  it  assumes  a  secondary 
character,  tlumgli  large  portions  of  the  state  are  very  backward  with  any  acconnt  even  of  their  elementary 
work. 

Texas  is  the  only  one  of  all  this  division  that  makes  a  state  report  definitely  representing  any  studies  by 
which  the  standing  of  the  work  can  be  .judged.  With  a  population  of  2,235,523,  the  report  shows  in  high  schools 
distinctively  organized  1,113  white  boys  and  1,510  white  girls;  outside  of  high  schools,  studying  algebra,  19,459 
white  and  2,(509  colored  i>upils;  studying  geometery.  7,203  white  and  203  coh»red;  nmking  the  apparent  secondary 
pupils  aggregate  32,157. 

The  number  of  schools  organized  as  secondary  or  high  schools  is  very  small,  but  there  is  much  individual 
liberty,  and  pupils  are  not  held  back  from  algebra  and  geometry  as  in  the  highly  graded  schools  of  some  other 
regions.  The  accuracy  of  tlie  figures  has  been  confirmed  in  a  general  way  by  the  county  returns.  Nor  need  the 
figures  seem  so  astounding  when  it  is  noted  thait  this  gives  Texas  but  little  more  than  one-half  the  ratio  of 
secondary  public  school  pupils  claimed  by  Maine,  and  when  we  reflect  that  the  border  Texas  whose  admission  to 
our  union  is  associated  in  memory  with  the  war  with  Mexico  has  been  lost  in  a  most  wonderful  development  of 
new  conditions.  In  the  matter  of  population  ahme,  if  we  could  imagine  that  the  number  remaining  thci  same  as 
now  the  whole  population  of  Texas  of  1880  still  lived  in  its  old  homes,  we  should  find  almost  one  new  person  for 
every  two  inhabitants  of  10  years  ago;  when  now  we  reflect  that  for  every  death  and  migration  a  new  person  must 
be  added  to  make  good  the  loss,  it  will  be  evident  that  it  is  far  within  the  truth  to  consider  that  the  present 
population  of  Texas  is  one-third  made  up  of  people  not  in  Texas  only  one  decade  ago.  This  indicates  possibilities  of 
great  radical  changes  in  every  material,  moral,  and  social  feature.  It  has  largely  been  a  change  of  progress  that 
warns  older  states  to  look  well  to  tlieir  comparative  statistics. 

WESTERN    1)IV1SI()^. 

111  the  Western  division  the  schools  are  modeled  on  the  general  basis  of  those  in  the  North  Central  division, 
whose  overflow  formed  their  social  institutions.  The  condition  of  setiondary  education  is  closely  related  to  the 
density  of  population,  advanced  schools  being  generally  maintained  at  public  expense  where  there  is  a  pojiulation 
to  furnish  pupils.  The  national  aid  by  a  land  grant  system  gave  even  more  united  impetus  to  schools  than  in  most 
of  the  states  along  the  Mississippi  river.  The  schools  of  the  new  cities  of  the  western  states  have  buildings  with 
the  latest  devices,  which  make  a  better  jippearance  to  the  eye  of  the  tiaveler  than  tliose  in  the  old  centers  of 
culture,  since  they  have  accumulated  little  of  the  mold  or  rust  that  gathers  about  buildings  and  institutions  as 
they  grow  old. 


INSTITUTIONS.  33 

111  Califoiuia  tlie  ciirolliueiit  in  high  schools  and  advanced  jirades  is  3,548.  Tlie  quality  is  tested  by 
exainiiiations  for  admission  to  the  state  university. 

Ill  (Jolorado  the  iiiiinber  reported  enrolled  in  hij-li  schools  is  1,733.  In  this  state  stei)s  were  in  jtrogress  tor  a 
harmonious  course  ot  study  counectiiig  the  high  schools  and  the  university  in  1890. 

In  Oregon  and  Washington  the  larger  towns  have  schools  with  secondary  deiiartiueiits,  as  do  the  cities  in 
Idaho,  Montana.  Wyoming,  and  in  a  less  degree  the  territories  of  the  great  iilateau.  N^evada  is  shrinking  in  its 
social  jiower.  For  none  but  California  and  Colorado  are  the  state  reports  suggestive  of  the  number  of  secondary 
iiiipils. 

ELEMENTARY  SCHOOLS. 

The  great  mass  of  schools  of  the  country  are  elementary. 

The  textbooks  are  of  the  highest  value  if  we  accept  the  advertisements  of  interested  authors,  publishers,  and 
agents.  In  the  light  turned  on  them  by  rivals  their  excellences  are  less  conspicuous.  The  schools  are  of  the 
utmost  efficiency  in  producing  useful  citizens,  if  we  accept  the  self  laudation  of  some  superintendents  and  school 
boards.  In  the  light  of  keen  eyed  criticism  their  excellences  are  not  so  prominent.  Criticism  from  friends  who 
wish  to  improve  the  appliances  of  education  and  destructive  criticism  have  been  especially  active  in  the  decade. 

The  general  statements  as  to  the  condition  of  education  might  fairly  be  repeated  for  this  subordinate  group. 
Two  >subdi visions  of  the  elementary  schools  have  .each  a  peculiar  interest.  These  are  kindergartens  and  parochial 
schools. 

THE   KINDERGARTEN. 

The  kindergarten,  or  children's  garden,  obtained  the  name  and  a.  suggestion  of  quality  from  Froebel,  a  Cerman, 
in  whose  country  it  has  been  maintained  by  wealth  and  private  beuevoleiuie  to  a  limited  extent  for  half  a  century 
under  government  inspection,  officially  tolerated  rather  than  suiijwrted.  It  is  there  intended  for  children  below  ♦» 
years  of  age,  the  legal  standard  for  public  education.  The  true  relation  of  kindergartens  to  the  German  imbhc 
schools  has  been  rejieatedly  imblished,  both  offlitially  and  uuoffi<;ially,  without  dispelling  a  popular  impression  that 
in  their  establishment  here  one  of  the  best  features  of  the  German  public  schools  is  secured.  The  discussion  of 
kindergarten  methods  has  aided  in  the  improvement  of  elementary  schools.  The  name,  however,  is  readily  made 
to  cover  almost  any  stated  gathering  of  little  chihlren,  even  of  a  transient  sort  and  in  alleys  and  tenement  houses, 
under  the  auspices  of  those  laboring  for  the  betterment  of  low  forms  of  city  life.  In  many  cases  the  term  infant 
school  would  be  more  api)ro])riate,  if,  indeed,  the  name  school  is  not  itself  sometimes  out  of  place.  Notwithstanding 
the  theoretical  popularity  of  kindergartens  in  this  country  and  the  large  place  they  All  in  public  addresses  and 
essays,  their  practical  development,  including  all  claiming  the  name,  is  very  limited.  A  few  cities  and  towns  have 
departments  in  the  public  schools  called  by  the  German  name ;  in  a  few  cities  boiievolent  associations  maintain 
like  schools;  a  considerable  number  of  such  schools  exist  as  individual  enteriirises  in  ditterent  parts  of  the  country, 
often  as  attachments  to  schools  for  older  pupils  ;  kindergarten  departments  are  maintained  as  parts  of  the  model 
schools  connected  with  various  institutions  for  training  teachers ;  the  patient  care  of  young  children,  for  which 
the  educational  asylums  are  noted,  goes  to  the  general  credit  of  kindergarten  work,  even  where  no  direct 
indebtedness  to  Froebel,  their  German  originator,  is  traceable ;  but  the  whole  nominal  kindergarten  work  of  the 
country  reaches  but  a  small  number  of  children,  and  thus  far  has  not  a  very  stable  character.  For  example  :  the 
sui)erinteiideiit  of  tlic  jjuhlic  schools  of  Milwaukee,  where  li,7o3  were  enrolled  in  kindergarteus  in  1S1»(),  says  the 
kindergarten  is  still  an  incidental  extension  of  the  public  schools,  and  that  the  first  grade  is  the  goal  of  the  child 
as  he  enters  the  kindergarten,  and  upon  a  moment's  notice  that  there  are  vacancies  in  the  next  room  he  marches 
proudly  on  to  be  enrolled  with  pupils  permitted  to  use  ix'iicils,  books,  and  sljites.  Wisconsin  takes  children  into 
S(5hool  at  4  years  of  age. 

Were  no  schools  to  bear  the  name  pxcept  those  conforming  to  I'^roehel's  pattern,  the  number  so  groui)ed  would 
be  very  small  indeed.  As  authoritatively  published,  the  original  jilan  was  that,  where  possible,  the  children  were 
to  be  much  in  the  open  air  and  were  each  to  cultivate  a  little  garden.  The  garden  is  so  conspicuously  absent  in 
the  American  reproduction  of  this  form  of  infant  school  as  to  prompt  the  inquiry  why  the  name  should  be  retained. 
The  founder  of  kindergartens  contemplated  the  instruction  and  training  of  very  young  children  as  much  by  the 
mothers  and  the  nurses  as  by  other  teachers.  In  France  schools  somewhat  resembling  the  kindergartens  are 
called  l^coles  niaternelles,  or  maternal  schools.  A  playground  with  a  small  garden  is  part  of  the  essential 
equipment  of  each.  Nearly  two  fifths  of  the  <!hildrcn  between  '2  and  fi  years  of  age  are  registered  in  these  schools, 
of  which  about  three-fifths  are  public,  all  being  under  government  inspection  to  insure  satisfactory  conditions  for 
health  and  training. 
ED 3 


!r. 


34 


EDUCATION. 


APPARENT  WORK  OF  KINDERGARTENS,  AS  DERIVED  FROM  THE  REPORTS  OF  SCHOOLS:    CENSUS  OF  1890. 
[This  tabic  is  merely  suggestive.    The  schools  called  kindergartens  are  extremely  variable  in  quality  and  stability.] 


ENEOLLMENT. 

Grand 
aggre- 
gate of 
pupils. 

Aggre- 
gate of 
public 
pupils. 

Private. 

STATES  AND  TERRITORIES. 

Teachers. 

Pupils. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White. 

Colored 

Male. 

Female. 

Female. 

Total. 

Male. 

Female. 

Total. 

Male. 

Female. 

The  United  States 

38,354 

23,754 

749 

10 

736 

3 

14,600 

13,882 

6,385 

7,497 

718 

290 

428 

North  Atlantic  division 

14,579 

10,784 

272 

8 

264 

3,795 

100 
46 

43 
699 
221 
199 
1,394 
448 
f45 

504 

3,779 

1,712 

2,067 

16 

10 

0 

300 

48 

43 

3,699 

427 

925 

1,994 

1,  i)00 

5,645 

754 

200 

7 
6 
4 
62 
14 
12 
X7 
.31 
49 

31 

7 
5 
4 
62 
U 
12 
86 
31 
46 

30 

98 

46 

43 

097 

210 

199 

1,394 

1            447 

645 

469 

48 

22 

26 

312 

99 

90 

1            018 

223 

275 

204 

50 
24 
18 
385 
111 
109 
776 
224 
370 

255 

2 

2 

New  Hampshire 

1 

Vermont 

Massachusetts 

3,000 

206 

726 

600 

1,052 

.5,000 

250 

2 
11 

7 

2 
4 

3 

Connecticut 

New  York 

1 

New  Jersey 

1 

1 

3 

1 

45 

16 

29 

21 
122 
257 

1 
6 
15 

1 

21 
122 
257 

1 
122 
2i)2 

1 
64 
105 

20 

6 

6 
15 

.58 
127 

25 

10 

15 

We^t  Virginia 

21 

47 

1 
6 

i 

1 

6 

21 
47 

21 
47 

9 
12 

12 

35 

North  Carolina 

South  Carolina 

270 
16 

18, 179 

2,50 

1 

1 

274 

63 

39 

103 

15 

16 

7 

5 

9 

3 

4 

4 

6 

47 

1 
1 

271 

20 
16 

5,859 

20 
16 

6,503 

8 
5 

2,568 

12 
11 

2,935 

Florida 

North  Central  division 

12, 320 

20 

200 

450 

250 

3,000 

2 

1 

366 

129 

227 

Ohio 

1,021 
1,935 
2,063 

498 
3,423 

194 
1,080 
7,164 

233 
56 
55 

4.'>8 

960 

63 
.39 
101 
14 
16 
7 
5 
9 
3 
4 
4 
6 

47 

1,001 

1,735 

1,  013 

248 

423 

194 

80 

164 

83 

55 

55 

208 

860 

981 

1,435 

1,584 

245 

423 

190 

80 

164 

83 

55 

55 

208 

630 

444 

613 
767 
135 
200 
95 
37 
84 
41 
32 
25 
95 

279 

537 

822 

817 

110 

223 

95 

43 

80 

42 

23 

30 

113 

351 

20 

300 

29 

3 

10 

]0<l 

14 

2 

200 

Illinois           .                 

1 
1 

1 

1 

15 

I 

4 

3 

1 

1,000 

7,000 

150 

Missouri  

South  Dakota 

250 
100 

230 

112 

118 



621 
165 

39 
4 

.39 
4 

621 
166 

506 
50 

226 
20 

280 
30 

115 
115 

,55 
.57 

60 

58 

100 

25 
35 
14 

3,882 

100 

1 
2 
1 

125 

1 
2 

1 

124 

25 
35 
14 

3,582 

25 
35 
14 

3,511 

11 
16 
6 

1,622 

14 
19 
8 

1,889 

Texas 

Western  division 

300 

1 

71 

23 

48 

470 

24 

24 

470 

445 

207 

238 

25 

10 

15 

22 
11 

1 

2 

1 
2 

22 
11 

22 
11 

8 
2 

14 
9 

XJtah 

.55 

30 

3,294 

4 

3 

91 

4 

3 
90 

65 

30 
2,994 

55 

30 

2,948 

26 

15 

1,364 

29 

15 

1,584 

300 

1 

46 

13 

33 

INSTITUTIONS.  35 

So-called  public  kindergartens  have  been  maintained  in  this  country  for  pupils  who  had  outgrown  Froebers 
conditions  for  such  instruction  and  the  age  for  ficoles  maternelles  of  France,  partly  by  reason  of  local  legal 
limitations  of  the  ages  at  which  instruction  might  be  had  at  public  expense.  This  is  notably  illustrated  in  St. 
Louis,  Missouri,  where,  after  gaining  very  marked  popular  favor  under  the  leadership  of  a  devoted,  generous  woman, 
the  kiiulergartens  were  taken  up  as  a  part  of  the  city  schools.  The  constitution  of  Missouri  prescribes  6  years  as 
the  minimum  age  for  free  tuition,  and  the  friends  of  public  tuition  to  much  younger  children  were  greatly  surprised 
by  a. judicial  decision  that  it  was  unlawful  for  children  under  6  years  of  age  to  be  received  in  schools  maintained 
by  public  funds.  In  this  one  city,  therefore,  are  some  7,000  children  over  the  Froebel  kindergarten  age  attending 
schools  called  kindergartens.  In  Philadelphia  and  in  Boston  the  kindergartens  first  gained  a  standing  through 
generous  private  zeal,  and  they  continue  to  train  children  under  6  years  of  age.  St.  Louis,  Milwaukee,  Philadelphia, 
and  Boston  are  the  prominent  cities  maintaining  departments  of  the  public  schools  called  kindergartens.  In  San 
Francisco,  Denver,  Louisville,  Chicago,  Indianapolis,  and  Cincinnati  free  kindergartens  are  maintained  by 
benevolent  associations. 

The  difficulties  of  discriminating  kindergarten  schools  from  general  primary  work  have  been  such  that  the 
children  in  kindergartens  have  been  counted  with  others  in  the  general  tables  of  ])ublic  and  private  schools.  The 
preceding  table  derived  from  those  great  groups,  as  well  as  practicable,  gives  a  general  approximation  to  the 
conditions  in  1890. 

The  conditions  at  St.  Louis  have  such  national  importance  as  to  justify  extended  quotation  from  the  reports  of 
the  president  of  the  school  board : 

In  connection  with  this  shortness  of  the  school  life  of  the  great  majority  of  the  school  children  should  he  noted  the  anomalous 
relation  of  the  kindergarten  system  thereto.  Until  the  board  was  by  law  prohibited  from  receiving  children  under  6  years  of  age,  the 
great  merit  of  the  Icindergarten  system  lay  in  its  rendering  practicable  an  extension  of  the  school  life  below  that  age.  Now,  however, 
as  the  board  is  not  permitted  to  receive  children  under  6  years  of  age,  the  time  spent  in  the  kindergarten,  if  the  law  is  obeyed,  necessarily 
shortens  the  time  which  the  children  of  this  class  can  spend  in  the  regular  school  course. 

Under  the  regulations  of  the  board,  in  schools  having  kindergartens,  a  child  is  not  admitted  to  the  first  grade  primary  until  7 
years  of  age,  and  between  6  and  7  a  child  is  admitted  only  to  a  half  day  session  at  the  kindergarten.  In  schools  not  having  a  kindergarten, 
children  are  admitted  to  primary  instruction  a  half  day  at  the  age  of  6  years,  if  there  are  vacancies  after  the  children  of  7  years  are 
accommodated.  The  obvious  aim  of  these  regulations,  which  were  adopted  by  the  board  after  the  decision  of  the  supreme  court,  is  to 
keep  children  in  the  kindergarten,  by  excluding  them  from  the  regular  primary  instruction,  until  7  years  of  age.  Where  the  school  life 
is  shortened  by  necessity,  it  is  natural  that  parents  should  desire  their  children  to  enter  the  regular  primary  grade  as  soon  as  possible, 
and  it  is  diflScult  to  see  upon  what  theory  the  board  can  justify  the  excluding  them  therefrom  after  they  have  reached  the  age  of  6 
years.    *    *     * 

That  the  rule  of  the  board  and  the  law  of  the  state  are  practically  nullified  in  the  kindergartens  as  to  the  limitations  of  age  is 
obvious  to  any  casual  observer.  While  I  deem  this  limitation  of  age  unfortunate,  under  the  conditions  which  prevail  in  a  large  city  like 
St.  Louis,  it  is  the  duty  of  the  board  to  see  that  the  law  is  obeyed,  and  principals  and  teachers  should  be  instructed  in  cases  of  doubt  to 
refer  to  the  oflicial  municipal  registrations  of  births,  or  parents  should  be  obliged  to  produce\  certificates  of  such  registration.  [This 
certificate  was  made  requisite  in  1889.]  At  the  same  time  the  board  should  not  deny  the  right  of  any  child  who,  being  6  years  of  age,  is 
entitled  to  enter  the  schools,  to  enter  at  once  the  regular  primary  grade.  In  other  words,  whatever  merit  there  may  be  in  the  kindergarten, 
it  should  not  be  used  as  a  means  of  further  shortening  the  school  life  which  is  already  shortened  by  necessity.  It  is  a  significant  fact 
that  the  kindergarten  system,  despite  its  universally  admitted  excellent  features,  should  have  made  comparatively  little  progress  in 
connection  with  the  public  school  system  of  the  country,  although  its  merits  have  now  for  many  years  been  familiar  to  the  educational 
public.  The  reason  is  obvious.  The  public  school  funds  being  limited,  and  the  school  age  being  limited  also,  it  is  found  that  all  the  school 
funds  are  required  for  those  who  are  old  enough  to  commence  their  regular  school  life.  In  other  words,  the  proper  place  of  the  kindergarten 
is  for  those  whose  school  life  is  not  limited  by  necessity,  or  for  those  who  are  under  the  age  when  they  can  profitably  commence  the 
regular  primary  grade.  Whatever  may  be  the  future  policy  of  the  board  in  this  matter,  however,  many  features  of  the  kindergarten 
system  should  be  permanently  retained,  by  being  regularly  incorporated  in  the  system  of  primary  instruction.     (1888.) 

The  president  of  the  board  said  in  the  following  year: 

The  board  has  not  solved  the  "  kindergarten  problem  ",  and  the  anomalous  position  of  the  kindergarten  system  in  St.  Louis  public 
schools,  to  which  attention  was  called  in  the  last  report,  still  exists.     •     *     * 

The  board  now  requires  a  certificate  of  date  of  the  child's  birth,  to  be  signed  by  the  parents  on  entering  the  child,  with  a  view  of 
checking  the  disposition  to  evade  the  constitutional  requirement  of  school  age  of  6  years. 

The  kindergarten,  as  introduced  in  St.  Louis,  was  intended  for  children  who  are  too  young  to  commence  regular  school  life ;  in  other 
words,  too  young  to  learn  to  read.  Before  the  decision  of  the  supreme  court,  in  1883,  prohibiting  the  board  from  receiving  children  under 
G  years  of  age,  the  kindergartens  enabled  the  board  to  prolong  the  child's  education  by  receiving  him  as  early  as  4  years  of  age. 
Indeed,  from  4  to  6  may  be  said  to  be  the  true  kindergarten  age  for  "pure  kindergartens".  The  nursery  element  therefore  predominated 
in  the  system,  as  with  average  children  of  such  age  it  must  necessarily  predominate.  The  history  of  the  system  in  St.  Louis  is  illumined 
with  the  disinterested  labors  of  Miss  Blow  and  the  enthusiam  joi  her  associates  and  successors.  The  sight  of  happy  children  is  always 
attractive ;  and  the  conceded  merits  of  the  system  and  natural  local  pride  in  its  extension  to  other  communities  from  St.  Louis,  have  made 
the  board  reluctant  to  recognize  the  imperative  consequences  of  altered  conditions. 

Since  1883  the  board  has  been  prohibited  from  receiving  children  under  6  years  of  age.  Children  now  enter  the  kindergarten  at  an 
age  when  formerly  they  left  it.  The  kindergarten,  therefore,  is  forced  into  competition  with  the  regular  primary  school,  and  children 
can  only  be  kept  in  the  kindergarten  by  being  kept  out  of  the  regular  primary.  To  meet  this  difliculty,  and  to  keep  children  out  of 
the  primary,  so  as  to  sustain  the  kindergartens,  the  board  enacted  a  rule  iu  1883,  which  is  still  in  force,  whereby  in  schools  having 
kindergartens  children  are  not  permitted  to  enter  the  regular  primary  grade  until  7  years  of  age,  while  in  schools  not  having 
kindergartens  one  is  permitted  to  enter  at  the  age  of  6. 


36  EDUCATION 

This  rule  is,  in  my  opinion,  against  public  policy,  au<l  of  doubtful  legality.  As  human  society  is  now  oonstitnted,  the  learning  of 
the  forms  of  language  constitutes  the  beginning  of  school  ediiciitioii.  The  kindergarten  may  be  an  excellent  preparation  for  this  school 
education,  but  it  is  not  a  substitute  for  it,  and,  considering  the  short  school  life  of  the  average  child  in  the  jHihlic  schools,  it  is,  in  my 
opinion,  an  unwarranted  exercise  of  the  power  of  the  board  to  deny  any  child  of  school  age  the  privilege  of  beginning  his  school  education. 

It  is  urged  that  the  year  spent  in  the  kindergarten  is  of  such  benefit  to  the  child  in  developing  his  reasoning  faculties  and  powei-s 
of  observation  that  he  advances  enough  more  rapidly,  when  he  enters  school,  to  compensate  for  the  year's  delay. 

This  educational  proposition  is  very  (Uuibtful  at  best,  and  is  directly  controvt-rted  by  the  ol)scrvution  of  some  of  our  most  experienced 
teachers.  However  this  may  be,  it  is  properly  a  (|uestion  for  the  parents  to  decide,  at  what  age,  in  view  of  the  child's  disposition  and 
development,  the  regular  school  life  should  begin;  but  they  should  have  the  right  of  beginning  that  school  life  as  soon  after  the  child 
reaches  the  legal  school  age  as  they  rleem  proper. 

It  is  olivious  that  it  is  futile  for  the  board  to  attempt  to  maintain  a  "pure  kindergarten"  when  the  law  excludes  children  of  pure 
kindergarten  age.  It  can  not  sustain  "infant  schools"  without  infants.  The  kindergarten  in  St.  Louis  is  necessarily  no  longer  a  "pure 
kindergarten  "  in  that  sense,  but  it  is  adapted,  or  sought  to  be  adapted,  to  (children  of  more  mature  age,  the  educational  element  being 
substituted  as  far  as  practicable  for  the  "nursery  element". 

Another  very  serious  difficulty  embarrasses  the  board  in  regard  to  the  kindergarten  system.  Only  about  two-thirds  of  the  schools 
have  kindergartens,  and  less  than  one-third  of  the  children  in  the  primary  grade  attend  the  kindergarten.  The  board  is  finauciall.\ 
unable  to  extend  the  system  to  all  the  schools.  The  existing  di.scrimiuarion  is  upon  principle  indefensible,  since  no  system  of  education 
can  properly  be  introduced  or  maintained  in  a  public  school  system  the  expense  of  which  prevents  its  being  made  available  to  all  the 
children  in  all  the  schools. 

The  board  is  now  conducting  experiments  in  3  schools  with  a  view  of  introducing  elementary  instruction  in  reading  into  the 
kindergartens.  If  children  between  (i  and  7  years  of  age  are  not  permitted  to  attend  the  primary  schoid,  they  certainly  should  be 
permitted  to  learn  to  rea<l  in  the  kindergarten. 

The  board  should,  as  rapidly  as  practicable,  adopt  a  system  of  primary  instruction  for  all  the  schools,  retaining  and  making 
available  to  all  the  children  such  features  of  the  kindergarten  system  as  can  be  made  a  permanent  part  of  the  regular  primary  instruction 
of  .'ill  children  of  legal  school  age.     This  is  a  duty  forced  up<m  the  board  by  conditions  whii'h  it  can  not  control. 

Though  the  '•  pure  kindergarten  ",  for  children  too  yimng  for  .school,  would  be  relegated  to  voluntary  enterprise  and  charitable 
effort — and  a  grand  philanthropic  field  is  open  in  certain  districts  of  the  city — the  kindergarten  system  wouhl  render  a  lasting 
contribution  to  the  public  school  system  of  St.  Louis  by  permanently  modifying  its  whole  system  of  primary  'iistrnction.     (1889.) 

Ill  l(Si)0  the  city  of  Boston  had  been  maintaining  kindeigartens  as  public  institutions  about  two  years,  and 
makes  this  showing : 

There  are  at  present  25  kindergartens  instructed  by  46  teachers.  The  success  of  these  schof)ls.  judged  only  by  the  re(|uests  for  their 
establishraeut  in  the  different  sections  in  the  city,  has  been  unquestionable. 

These  schools  are  established  for  the  purpose  of  giving  kindergarten  instruction  to  (children  of  .3.5  years  of  age  and  upwards. 
There  is  one  daily  session,  the  afternoon  being  devoted  by  the  teacher  to  visiting  the  families  of  the  districts  for  ttle  purpose  of  securing 
the  interest  and  co-operation  of  the  parents  in  kindergarten  work  and  of  promoting  regularity  of  attendance. 

The  conditions  of  the  kindergarten  schools  of  Philadelphia  are  not  clear  from  the  published  report. 

The  requirements  in  the  rules  that  no  "  kindergarten  shall  be  maintained  by  the  board  where  the  average 
attendance,  exclusive  of  the  sick,  is  less  than  25  pupils  per  class  for  ea<;h  teacher  employed  in  the  kindergarten"  is 
suggestive  of  a  heavier  demand  upon  the  teachers  than  the  ideal,  especially  when  taken  in  connection  witli  the  rule 
applied  to  the  other  schools,  that  ''in  ascertaining  the  average  attendance  for  the  monthly  reports,  the  number 
absent  from  sickness  shall  be  computed  with  the  number  actually  present",  under  which  certain  primary  schools 
are  restricted  to  30  pupils  to  the  teacher. 

Certain  contrasts  force  themselves  ujion  attention.  St.  Louis  excludes  from  the  kindergarten  children  under 
d;  Philadelphia  excludes  those  over  6;  Boston  has  a  one  session  kindergarten  and  keeps  the  teachers  busy  the 
other  half  of  the  day  among  the  patrons;  St.  Louis  and  Philadelphia  have  .some  double  session  kindeigartens,  and 
some  teachers  teach  two  sets  of  pupils  in  the  two  halves  of  the  day.  The  maximum  compensation  of  a  kindergarten 
teacher  in  Philadelphia  is  less  than  the  maximum  of  her  sister  in  other  primary  schools,  and  although  the  maximum 
is  the  same  as  that  of  a  sewing  teacher,  the  sewing  teacheY-  starts  higher  and  reaches  her  maxiinuin  with  about  two 
years  less  service. 

The  succeeding  extracts  indicate  well  a  kind  of  following  which  Froebel's  work  secures  in  various  places: 

Six  kindergartens  were  established  in  October,  1888.  The  leading  teacher  resigned  in  a  month  on  account  of  inadequate,  salary. 
Pupils,  average  attendance  for  the  year  about  250;  age,  5  years  and  upward. 

Although,  as  is  customary  in  all  kindergartens,  a  considerable  portion  of  the  time  of  the  pupils  is  devoted  to  plays,  games,  singing, 
etc..  nevertheless  commendable  progress  was  made  in  reading  and  numbers,  so  that  it  is  confidently  believed  that  the  pupils  who 
attended  with  regularity  will  be  able  to  enter  the  first  grade  primary  and  soon  overtake  those  who  entered  the  same  gr.ide  a  year  in 
advance  of  them. 

The  hope  has  been  entertained  that  the  system  might  be  extended  to  other  districts  of  the  city  and  the  number  of  Uindergarteiis 
increased  the  coming  year;  but  all  members  of  the  boai'd  are  not  yet  fully  persuaded  of  their  utility.  Therefore  it  has  Uccu  dc(id<'d  to 
ccmtinue  the  experiment  with  the  6  schools  already  established,  in  order  to  determine  more  fully  and  satisfactorily  to  all  members  of 
the  board  the  advantages  of  the  system. — Rochester,  New  York,  1889. 

The  kindergarten  material  which  the  board  so  readily  furnished  was  thoroughly  appreciated  by  the  little  i)coplc,  as  well  as  by 
their  teachers,  who  were  thereby  enabled  to  pleasantly  bridge  the  gulf  too  often  existing  between  home  life  and  early  school  life.  The 
pupil  teachers  were  led  to  see  the  harmony  existing  between  the  kindergarten  and  i)rimary  school,  and  a  desire  was  inculcated  to 
learn  of  the  designs  and  benefits  of  manual  training. — Principal  of  Training  School,  Saratoga  Springs,  New  York,  1889. 


INSTITFTIONS.  37 

Tlie  following  extract  fairly  indicates  pra«tical  diflftculties  as  tliey  appear  to  some  who  appreciate  the  aim  of 
Froebel: 

Hail  we  teachers  traiued  in  kindergarten  work  it  would  be  perfectly  feasible  to  start  kiuderf-arteu  classi's  at  once  iu  several  schoolis 
in  the  older  part  of  the  city.  »  *  *  xhe  only  real  obstacle  in  the  way  of  this  is  the  difficulty  of  finding  trained  kindergarten 
teachers.  To  place  kindergarten  classes  under  untrained  teachers  would  be  worse  than  useless.  I  would  respectfully  recommend, 
therefore,  that  two  kindergarten  classes  be  established  in  the  training  school,  and  that  salaries  sufficiently  high  l)e  ])aid  to  obtain  the 
best  two  kindei'garteu  teachers  in  the  country. — Brooklyn,  New  York.  1890. 

The  followiug  statement  in  the  report  of  the  superintendent  of  schools  of  Paterson,  New  Jersey,  to  the  state 
superintendent,  1890,  would  apply  to  a  large  part  of  the  work  done  in  the  name  of  kindergarten : 
We  now  have  several  partial  kindergarten  classes  in  the  schools. 

PAROCHIAL   SCHOOLS. 

Training  in  religion  is  a  strong  demand  among  some  of  the  most  earnest  supporters  of  the  public  school 
system,  conspicuous  among  whom  are  the  Hebrews,  who  maintain  special  schools  in  several  of  the  large  cities, 
often  requiring  as  a  condition  of  admission  regular  attendance  in  the  public  schools.  The  schools  of  those 
organized  in  some  cities  under  the  name  Jewish,  in  others  under  the  name  Hebrew,  formed  of  public  school 
pupils,  confirmation  and  catechetical  classes  of  the  Catholics,  Lutherans,  and  others  occupying  only  Saturdays, 
Sundays,  and  extra  school  honrs,  have  intentionally  been  omitted  Irom  the  general  table  of  school  enrollment, 
since  the  pupils  are  already  counted  elsewhere. 

The  enrollment  in  parochial  schools  has  been  made  a  census  inquiry  for  the  lirst  time.  Including  the 
parochial  schools,  the  religions  idea  is  the  mainspring  of  the  gr«  ater  pait  of  private  school  (trganization,  ])arochial 
being  the  term  used  for  elementary  schools  with  religion  as  a  prominent  motive,  supported  by  local  congregations. 
It  is  not  easy  to  make  a  close  distinction  between  parochial  schools  and  those  of  like  motive,  but  supported  on  a 
broader  basis  or  doing  more  advanced  work,  especially  as  the  work  of  a  given  school  may  change  from  year  to  year. 

There  are  4  communions  whose  possible  parochial  schools  are  for  convenience  classed  among  the  general 
private  schools:  (1)  the  Church  of  Jesus  Christ  of  Latter-day  Saints,  popularly  called  Mormons,  whose  schools 
contain  5,092  pupils,  the  elementary  pupils  corresponding  closely  to  the  parochial  pupils  in  other  cases;  (2)  the 
Orthodox  Greek  Church,  with  missionary  schools  in  Alaska;  (3)  63  pupils  are  in  schools  reporting  themselves  as 
German  Methodist  parochial;  (4)  20  are  reported  as  Unitarian  parochial  pupils. 

It  has  occurred  that  schools  reported  in  church  yearbooks  as  parochial  are  rejti^rted  by  those  in  immediate 
charge  as  public  schools,  and  so  affect  the  (;eusus  summary  adversely  as  compared  with  the  ecclesiastical  summaries. 
Occasionally  the  parochial  school  seems  really  t«  have  given  way  to  a  public  school,  but  the  proper  explanation 
often  appears  to  be  that  in  a  community  essentially  unanimous  in  religious  faith  there  has  been  no  objection  to 
religious  instruction,  especially  if  attendance  on  the  same  has  been  optional  and  out  of  legal  school  hours,  so  that 
a  distinctive  parochial  organization  has  not  been  maintained.  Instances  of  public  schools,  called  by  some 
authorities  parochial,  have  been  reported  from  Connecticut,  Pennsylvania,  Ohio,  Indiana,  Illinois,  Iowa,  New 
Mexico,  Texas,  Georgia,  and  Florida.  In  the  various  states  the  same  buildiug  is  often  used  as  a  church  and  a 
public  schoolhouse. 

It  seems  safe  to  estimate  that  at  least  one-half  of  the  children  in  the  Lutherau  parochial  schools,  besides  many 
in  Catholic  schools,  also  attend  public  schools  during  the  year.  It  is  impos.sible  in  the  present  condition  of 
school  records  in  the  country  at  large  to  determine  on  the  one  hand  the  loss  by  imperfect  records,  or  on  the  other 
hand  the  undue  gain  by  repeated  enrollment. 

The  following  extracts  from  letters  dated  in  different  states  substantiate  the  statement  of  difficulty  of 
c!;issilicatiou,  as  well  as  to  the  freedom  of  local  action,  when  the  community  is  (essentially  unanimous: 

'     •     *     ,  March  20,   1891. 
Dkak  Sii! : 

The  school  about  which  you  have  been  making  inquiries  is  a  public  one,  and  is  reionled  as  siieli  in  •  •  »  the  (■ii])ital  of  the 
county. 

It  is  mentioned  in  Hotl'maiiu's  and  Sadlier's  directories  as  a  parochial  school,  which  puri)ose  it  .serves,  as  tin-  i  iidiments  of  the 
Catholic  faith  are  taught  there  outside  the  school  hours. 

There  are  on  the  rolls     »     »     *     children,  taught  by  one  female  teacher,  who  is  paid  from  the  public  fund.     *     «     » 

Yours,  trvily,  ,     ,     , 

*     •     •     ,  March  16,  1891. 
Dear  Sik  : 

The  reason  of  ray  not  giving  you  the  information  asked  for  in  previous  communications  is  that  our  school  is  a  public  school  taught 
by  Kranciscan  sisters,  and  I  presumed  you  \vould  get  the  desired  information  elsewhere. 

The  school  is  supported  by  public  funds  and  private  church  funds,  and  is  known  as     *     '     *     district     »     «     *     . 

Very  truly,  >     »     »     _ 

*     *     '     ,  May  L'S,   1891. 
Dbar  Sir: 

In  an.swer  to  your  inquiries  of  May  12,  1891,  as  to  the  correctness  of  the  classitication  of  the  schools  at  '  '  *  and  '  *  *  as 
parocliial  schools.  1  will  say  that  the  directories  of  Messrs.  Hoffmann  and  Sadlier  are  correct  in  so  far  as  thfese  schools  (except  »  *  »  j 
are  imder  the  direction  and  care  of  the  Franciscan  fathers. 


38  EDUCATION. 

But  as  these  schools  draw  the  school  fund,  and  are  free  and  open  for  children  of  every  denomination  and  creed,  and,  farthermore, 
as  the  county  superintendent  of  schools  examines  these  teachers,  visits  and  superintends  these  schools  the  same  as  any  other  public  school 
under  his  control,  I  believe  that  they  are  and  can  be  classified  as  public  schools  with  equal  propriety  and  fairness. 

I  remain,  yours,  respectfully,  »    »    »    _ 

*    "    *    ,  March  11,  1891. 
Deae  Sir: 

Our  school  is  a  district  school,  but  a  Catholic  district,  since  the  whole  settlement  is  Catholic.  Therefore,  by  the  permission  of  the 
Catholic  directors,  Catholic  instruction  also  is  given,  besides  the  other  branches  that  are  taught  in  every  public  school.     »    *    » 

Very  respectfully,  »    »     » 

*     *     *    ,  September  9,  1890. 
Dear  Sir: 

The  inclosed  *  *  *  schools  include  3  different  buildings,  1  in  »  »  *  ^  which  is  owned  by  the  church,  but  rented  to  th<! 
school  board  for  a  nominal  sum  ($1  a  year) ;  another  is  in  *  *  *  ,  which  is  public  school  property ;  the  other  •  *  *  in  *  »  «  . 
These  schools  are  taught  by  the  sisters  of  *  *  *  ,  who  have  teachers'  certificates  from  the  county  stiperintendent,  and  comply  in 
all  respects  with  the  school  laws,  and  receive  the  monthly  salary  from  the  school  board. 

The  school  term  is  6  months.  After  the  public  term  is  over  the  sisters  teach  a  free  school.  The  same  course  of  instruction  is 
continued,  with  the  exception  of  half  an  hour's  religious  instruction  to  the  Catholic  children  either  at  the  opening  or  close  of  school. 
The  Protestant  children  are  not  expected  to  attend  the  religious  instruction. 

This  arrangement  works  very  well.  It  relieves  the  Catholics  of  the  great  burden  of  supporting  Catholic  schools,  since  during  the 
private  term  the  children  receive  religious  instruction,  and  the  rights  of  the  Protestant  children,  who  are  far  in  the  minority,  are  not 
interfered  with  in  the  least.  It  is  to  be  hoped  that  the  more  conservative  and  temperate  of  all  Christians  will  come  together  and  solve 
the  problem  of  the  "school  question"  by  some  arrangemeut  in  which  our  children  will  be  taught  the  knowledge  of  God — that  the  heart 
will  be  trained  as  well  as  the  mind.  With  *  »  *  ^  and  many  other  thinking  minds  in  the  church,  I  should  much  prefer  to  see  the 
Protestant  worship  taught  in  the  school  where  the  majority  were  of  that  faith  than  no  religion  at  all.  Forced  attendance  of  children 
not  of  that  faith  would  be  criminal.  Very  respectfully,  »    «    « 

*  *    •    ,  March  17,  1891. 
Dear  Sir: 

We  have  in  our  school    ''    •    *    sisters  as  teachers. 

The  school  is  under  the  management  of  the  county  and  township  officials;  teachers'  salary  and  expenses  paid  out  of  the  public 
fund.  Building  and  grounds  are  church  property.  On  paper  it  may  be  considered  a  public  school,  but  it  is  in  fact  a  parochial  school. 
All  the  citizens  are  Catholics.  Very  respectfully,  yours  truly,  »    «     «    _ 

*  *    *    ,  March  11,  1891. 
Dear  Sir: 

In  reply  to  your  inquiry  of  the  6th  instant,  I  wish  to  state  that  the  school  for  white  children  is  taught  by  1  male  teacher  and 
3  »  *  *  sisters ;  number  of  pupils,  about  200 ;  the  school  for  colored  children  taught  by  1  »  *  *  sister;  number  of  pupils,  35. 
The  latter  is  at  the  same  time  a  district  school,  i.  e.,  paid  by  the  same,  the  public  school  laws  of  the  state  being  therein  observed  to 
the  letter.  Very  respectfully,  «    #    «    _ 

The  number  given  for  children  in  Lutheran  parochial  schools  would  be  much  greater  if  pains  had  not  been 
taken  to  avoid  duplication  of  those  already  counted  in  public  schools,  although  it  is  probable  that  considerable 
duplication  still  remains.  Many  of  the  parochial  schools  are  but  for  a  few  weeks  of  the  year,  and  are  really  additions 
to  the  opportunities  of  the  public  school  terms  and  not  in  conflict  with  them.  The  following  extracts  from  Lutheran 
letters  might  be  multiplied  indefinitely: 

(a)  Pupils  attend  public  schools  9  months  of  the  year. 
(6)  The  children  go  to  common  schools  also. 

(c)  Our  children  are  enrolled  and  attend  to  common  school,  so  the  congregations  have  between  4  and  6  weeks'  school  in  each 
schoolhouse  when  there  is  no  common  school,  and  we  then,  as  you  see,  instruct  only  in  religion  and  reading  in  Norwegian  language. 

Of  a  parochial  school  of  22  weeks  it  was  stated : 

(d)  All  these  children  (309)  attend  the  common  district  schools. 

(e)  Pupils  attend  the  regular  common  public  .■,  hool  the  rest  of  its  term. 

A  school  of  40  pupils  depends  on  the  public  school  for  all  branches  except  religion,  reading,  writing,  and  Bible 
history,  reporting: 

(/)  This  school  is  not  in  session  when  there  is  a  public  school. 

The  following  information  was  on  a  report  covering  3  Lutheran  schools: 

The  schools  are  parochial  in  the  forenoon  and  public  in  the  afternoon. 

Thousands  of  children  that  attend  accessible  public  schools  are  gathered  in  parochial  schools  in  the  weeks 
when  public  schools  are  closed.  The  effect  of  the  duplication,  which  influences  the  statistics  of  every  state  where 
parochial  schools  have  a  large  enrollment,  is  probably  greatest  in  Wisconsin,  but  it  has  a  weight  of  especial 
consequence  in  those  states  from  Pennsylvania  to  Kansas,  and  northward,  in  which  there  is  a  large  per  cent  of 
population  having  a  German  or  a  Scandiuaviau  origin. 


INSTITUTIONS.  39 

The  iindetermiued  amount  of  duplication  in  adding  public,  private,  and  parochial  enrollment  for  u  total 
enrollment  would  be  greatly  increased  if  the  catechetical  classes  doing  only  religious  work  without  conflicting 
with  other  school  attendance  were  also  included. 

For  example,  the  German  Presbyterians  have  a  number  of  catechetical  classes,  called  together  on  Saturdays  or 
other  days  not  occupied  by  the  public  schools,  which  are  not  included  in  the  statement  of  i)arochial  schools. 

There  are  schools  in  many  states  in  neighborhoods  where  some  special  religious  faith  is  dominant  and  the 
patrons  are  content  or  even  anxious  to  have  this  faith  manifest  in  the  schoolhouse.  One  observing  especially  the 
religious  element  will  call  a  school  parochial,  while  it  may  be  officially  a  public  school  maintained  by  public  funds 
under  officers  chosen  by  the  patrons  in  their  munici])al  capacity. 

The  Eleventh  Census  came  in  a  period  of  peculiarly  intense  and  sensitive  feeling  regarding  religious  instruction 
in  public  institutions.  Marked  manifestations  of  this  feeling  have  attracted  general  attention,  though  some  have 
considered  them  temporary  and  due  to  local  causes. 

Numerous  special  institutions  are  maintained  for  instruction  in  theology.  Missionary  and  education  societies 
in  most  of  the  great  religious  bodies  look  after  the  training  of  remote  negro,  Indian,  and  white  cliildren,  contracting 
to  give  instruction  for  the  state  and  utilizing  appropriations  from  national  and  state  treasuries  with  general 
readiness.  When  the  question  of  religion  in  daily  elementary  instruction  bears  upon  the  citizen's  own  neighborhood, 
sharply  defined  differences  of  view  develop,  though  some  are  indifferent  to  the  religious  (luestion.  Jews  and  many 
Christians  look  to  the  state  for  so-called  secular  instruction,  and  to  the  church  to  extend  tlie  religious  training  of 
home.  The  Hebrews  have  strong  educational  organizations  in  great  cities,  maintaining  some  technical  schools, 
and  to  an  extent  requiring  attendance  at  the  public  schools  as  a  prerequisite  for  admission  to  the  Jewish  schools. 

Part  of  their  work  has  been  interpreted  by  some  as  kindred  to  parochial  schools.  The  following  extract  from 
the  letter  of  a  prominent  Jewish  authority,  corroborated  by  similar  letters  from  other  cities,  explains  the  attitude 
of  the  Jewish  educational  organizations : 

*     *     *    ,  May   1,  1891. 
Dear  Sir: 

*    *    *    As  to  inquiries  contained  in  your  letter,  I  beg  to  state  tlie  following : 

Our  schoolhours  do  in  no  way  conflict  with  attendance  at  the  public  schools,  the  sessions  being  held  on  Saturday  and  Sunday 
mornings  for  the  instruction  of  the  religious  branches  of  our  curriculum,  and  on  Monday  and  Thursday  afternoons,  after  the  closing  of 
the  public  schools,  for  the  German  branches.     The  attendance  at  the  weekly  sessions  is  not  obligatory. 

The  first  article  of  "Rules  governing  the  religious  school  of  the  *  »  »  congregation  *  *  »"  »  »  •  reads:  "  Pupils  to 
be  admitted  must  be  over  8  years  old,  and  able  to  read  ordinary  English  ". 

Attendance  at  the  public  schools  on  the  part  of  our  pupils,  and,  for  that  matter,  of  the  pupils  of  all  the  Jewish  congregational 
schools  here  and  throughout  the  country,  is  everywhere  a  conditio  sine  qua  non.  Statistical  iuvestigations  would  bear  me  out  in  the 
assertion  that  the  lists  of  the  public  schools  show  a  certain  percentage  of  Israelite  children  who  are  attending  ])ublic  schools,  but  do 
not  at  the  same  time,  or  at  least  not  regularly,  attend  to  their  religious  schools,  but  not  the  opposite.  It  is  a  well  known  fact  that  the 
Israelites  all  over  the  world,  wherever  they  enjoy  the  right,  and  opportunity  is  oifered  to  them,  do  not  need  any  urging  or  compulsion, 
but,  as  a  rule,  are  always  ready  and  anxious  to  procure  for  their  children  the  advantage  of  public  education.  I  may  also  add  that 
statistical  comparison  would  show  a  smaller  percentage  of  illiteracy  amongst  the  Israelites  than  amongst  any  other  denomination. 

Very  respectfully,  «     •     *     _ 

The  Sunday  school  partly  satisfies  the  demand  for  elementary  religious  training  by  the  church,  but  very  large 
numbers  of  Christian  people  regard  it  as  inadequate.  Some  strong  supporters  of  the  common  schools,  demanding 
additional  definite  religious  instruction,  are  content  to  have  the  children  called  together  in  confirmation  classes, 
or  brief  parochial  schools,  at  hours  or  on  days  or  in  weeks  that  will  not  interfere  with  attendance  at  public  schools. 
Others  desire  to  have  religious  instruction  united  with  intellectual  training  and  physical  development  in  all  school 
life.  On  this  view  are  based  permanent  parochial  schools,  diocesan  schools,  synodical  schools,  and  private  schools 
under  church  auspices.  Parochial  schools,  for  the  first  time  distinctively  noted  in  the  national  census,  now  closely 
equal  all  other  private  schools,  for  which  latter  the  religious  idea  is  also  the  strongest  motive. 

The  northwestern  states  were  deeply  agitated  in  the  census  year  by  the  parochial  school  (juestion,  centering 
in  Wisconsin,  and  national  results  are  already  manifest  from  the  heated  contest. 

A  decision  of  the  supreme  court  of  Wisconsin,  published  early  in  1890,  treated  the  King  James  version  of  the 
Bible  as  a  sectarian  book,  and  granted  a  mandamus  against  a  district  to  discontinue  its  use.  A  Nevada  decision 
had  been  adverse  to  the  Catholic  version.  The  sacred  books  of  other  faiths  are  liable  to  a  like  judgment.  There 
is  a  movement  to  secure  an  amendment  to  the  national  constitution  prohibiting  appropriations  of  public  money 
for  sectarian  uses. 

The  adherents  of  a  form  of  faith  often  constitute  whole  districts,  and  their  teachers,  when  of  the  same  faith, 
conduct  religious  exercises  in  the  school  without  offense  to  the  patrons,  greatly  increasing  the  popular  estimate  of 
the  strength  of  certain  church  organizations. 

In  illustration  we  may  take  the  Mormons.  The  secretary  of  the  church  board  of  education  made  a  detailed 
statement,  showing  96  teachers  and  5,092  pupils  in  the  church  schools — small  numbers  to  those  who  have  counted 
l)ublic  schools,  with  33,115  pupils  of  Mormon  parentage  and  583  Mormon  teachers  in  Utah  alone,  as  church  schools. 
On  a  broader  scale  the  same  applies  to  schools  known  by  other  names.    The  school  is  permanent,  its  daily  exercises 


40  EDUCATION. 

suit  the  present  patrons,  tiud  wlieii  ''Gentiles"  or  other  dissenters  from  the  (U)minaiit  faith  make  a  change  in 
the  patronage,  religious  exercises  undergo  more  or  less  modification  or  are  omitted. 

In  Utah  the  teachers  are  officially  reported  as  Mormon  and  uon-Mormou,  and  the  jjupils  as  of  Mormon  parents 
and  non  Mormon  parents.  The  Mormon  teachers  were  nearly  7  to  1  of  the  non-Mormon,  the  children  nearly  (i  of 
Mormon  parentage  to  1  of  non-Mormon  parentage.  Where  whole  communities  are  of  one  faith  it  is  inevitable 
that  a  bias  toward  that  faith  will  raise  but  little  objection,  if,  in  fact,  it  is  not  sought  in  the  teacher.  No  board 
cares  to  liire  a  teacher  to  tear  down  the  beliefs  wliich  its  own  members  cherish. 

The  reports  of  the  census  year  indicate  that  a  constitutional  amendment  forbidding  appropriations  of  jmblic 
money  to  sectarian  schools,  combined  with  decisions  that  Bibles  are  sectarian  books,  would  produce  effects  not 
yet  measured.  Knormous  additions  must  be  forthcoming  from  private  sources  in  the  relinciuisliment  of  public 
moneys  if  religious  exercises  are  retained,  hv  a  change  in  numerous  schools  must  be  made  if  the  public  aid  is 
continued,  whether  in  the  extremes  of  the  country  or  at  the  seat  of  government. 

It  is  not  easy  to  fix  an  absolute  line  of  distinction  between  i)arochial  schools  and  those  of  a  higher  rank  under 
denonnnational  control.  The  Census  Office  has  not  classed  as  many  in  parochial  schools  of  West  Virginia  as  tlie 
state  superintendent,  altliongh  its  total  of  private  and  parochial  pupils  indicates  a  difference  of  grouping  rather 
than  an  omission.  Tlie  report  of  the  board  of  education  of  Massachusetts  for  1891  includes  c(mvents,  asylums, 
and  a<-ademies  among  parochial  schools.  The  religious  bodies  maintaining  the  schools  generally  make  a  distinction 
between  their  elementary  schools  maintained  by  congregations  and  those  of  more  advanced  character  ov  with  a 
wider  basis  of  support,  altiiough  some  i)arochial  schools  are  conducted  in  connection  with  convents  or  asylums. 

In  Iowa  there  are  15  Protestant  Episcopal  choir  schools,  in  which  473  boys,  of  whom  12  are  colored,  and  .")4 
girls,  of  whom  12  are  colored,  are  taught  music  by  18  male  and  10  female  teachers.  These  are  not  included  in  the 
tables. 

The  ecclesiastical  authorities  of  the  great  religious  bodies  which  maintain  parochial  schools  have  been  cordial 
and  assiduous  in  their  efforts  to  aid  the  Census  Office,  and  they  are  to  be  ranked  by  the  number  of  their  schools 
and  pupils  rather  than  by  any  other  order  of  precedence  in  the  obligations  of  this  office  for  their  aid. 

DENOMINATIONAL  SCHOOLS   OTHER   THAN  PAROCHIAL. 

There  is  a  difficulty  in  tabulating  schools  as  denominational  from  their  own  returns.  It  frequently  occurs  that 
the  general  influences  surrounding  a  school  are  strongly  denominational,  while  yet  the  teacher  is  left  to  his  own 
resources  without  any  formal  recognition  as  a  sectarian.  His  report  may  be  strictly  true  in  representing  the  school 
as  under  the  control  of  Baptists,  Methodists,  Presbyterians,  or  others,  as  the  case  may  be,  when  he  himself  and  tin- 
prominent  supporters  of  his  school  are  connected  with  the  church  named,  while  yet  his  school  would  not  be  reported 
in  the  official  yearbook  as  a  church  school.  There  is  a  liability  to  error,  therefore,  in  classifying  a  sdmol  as 
denominational  that  is  simply  a  private  school  under  charge  of  church  meiribers,  and  there  is  a  related  liability  to 
err  in  misinterpreting  the  true  relation  of  a  school  to  which  the  denomination  stands  ])ledged.  It  is  inevitable  in 
present  circumstances  that  two  authorities  examining  the  same  series  of  returns  from  the  s(!hools  will  vary 
somewhat  in  the  details  of  their  clas.sitication  by  denominations,  even  as  regards  the  higlier  institutions. 

It  was  hoped  that  at  least  those  denominations  that  maintain  special  educational  boards  would  be  able  to 
make  disthict  and  definite  reports  of  their  work,  but  it  was  left  for  the  Church  of  Latter-day  Saints,  commonly 
known  as  Mormons,  to  take  the  lead  in  promptness  of  response  and  in  clearness  oftho.se  few  details  asked  for  by 
the  Census  Office.  The  secretary  of  the  general  board  of  education  of  that  church  made  a  i e))ort  showing  the 
conditions  Unr  each  school  by  name  and  locality.  Tlie.se  schools  range  from  elementary  to  superior,  aud  are  mainly 
known  under  the  name  of  "stake  acad(;mies",  "stake"  being  the  term  ai)plied  to  a  colony  planted  by  the  church. 
The  elementary  schools  closely  correspond  to  parochial  schools,  but  all  have  been  tabulated  with  juivate. 

The  following  analysis  was  designed  to  enable  any  one  to  discover  the  strength  of  each  denomination  of  the 
schools  in  the  condensed  columns  marked  "all  others"  in  both  the  parochial  school  table  and  the  combined 
denominational  table.     It  does  not  correspond  exactly  to  either. 

In  the  parochial  table  (Table  18)  the  German  Presbyterians  are  included  among  "  all  others";  in  the  combined 
denominational  table  they  are  included  with  other  Presbyterian  schools.  The  German  Evangelicals  are  relativel.\ 
strong  with  parochial  schools  and  take  a  separate  column,  but  in  the  combined  denominational  table  (Table  17) 
they  are  included  in  "all  others". 


INSTITUTIONS. 


41 


ANALYSIS  OF  COLUMNS  "ALL  OTHERS"  IN  DKKOMINA TIOXAL  AND  PAKOCHIAL  SCHOOL  TABLES. 


SUMMARY. 


CHURCH  OF  G<)1). 

[Nut  ill  |>ar(M-bi:iI  Inltlf. 


I  IIIHCHKS. 


STUDENTS   ANIl  fUFIl*. 
I 


\rhlte. 


Coloi'i'il . 


STlllENTS  AND  I'UPILK. 


Total. 


Alaskii,  miscelUiueous  in. 
Ohrisfiiinsand  Disciples 

r'liristiaii  Keformed 

i^luircli  ol'(jod 

Freurli  Trotc'staiit 

Krieiuls 

<Terina!i  Evangelical 

<TerniHii  Vresbyteriau. . . . 
(Jr.Tco.  Russian  Ort  liodux 

Hebrews 

Latter  (lily  .Saints 

Meiinoiiite 

Moravian 

Heforiniil      Church      in 

Ami'viiii. 
KeCornied  Churc.li  in  the 

Unileil  States. 

Iteformed  Kpiscopa! 

Seventh  <lay  Adventist.. 

Shakers  

Sweden  boi'gian 

Unitarian 

United  Hrethren 

t'nite<l  German  Evangel- 

iial  Protestant. 
Universalist 


Aggre-' 
nle. 


57,804 


Total.       Male.    Female 


878 

8, 182 

1.344 

552 

51 

lU.lKlO 

IB.  390 

I.16U 

28 

1,092 

.'),  092 

645 

856 

1,1.38 


Total 


Male.     '■';■ 
male 


SI  ATIJ.S  A.VD    I'KKHl- 
TORIES. 


Colored. 


1  Total.    :  Male.    Female.     Total. 


Male. 


23 
112 
344 
552 

51 


55,500  ;    30,055     25,445  i     2,304  ,  1,162  11,152 


389 
012 
28 
092 
092 
644 
856 
137 


3.929  ;   3,929 


261 

1.  213 

7 

104 

408 
2,883 

170 


147 

1.204 

7 

104 

407 
2.883 

170 


1,331    1.328 


13 
4,202  i 
089  i 

222 ; 

51 
4,620 
8.566  : 
!)19 
28  , 
739  ! 
2,803 
379 
.537 
812 

2.  303 

79 

628 

7 

57 

250 

1,628  , 

77  I 

7TX 


10 

3,850 

655 

330 


4,369 

7,823 

493 


0835 
70 


460 

44 


395 
26 


Total  . . . . 

Ohio 

Pennsvlvania 


552  11        552 


441 
111 


441 
ill 


1.  101 

1 

148 


512  I    im 

1 

72  ,      76 


222  330 


Fe 
male. 


164  277 

.58  53 


:»3 

2.289 

265 

;il9 

325 

1 .  (124 

(iX 
.571) 


FRENCH  PKOTKSTANT. 
[Not  in  parochial  table.) 


114 

9 


47 

151 

1,253 

93 


Massachusetts. 


51 


51 


31 


I 


FRIENDS. 
[Not  ill  parochial  table.  | 


550 


I'otal . 


10,090  1;    8,989 


ALASKA,  MISCELLANEOUS  IN. 


Total . 


878 


23 


rt855 


460       395  i 


CHRISTIANS  AND  DISt.IPLKS  (IF  CHKIST. 

[Not  ill  parociiial  table.] 


STATKS    A.ND  TEllKl- 

ToniEs. 


.STUDK.NTS  A.Nll   I'UPIIi. 


Whiti' 


( 'olored. 


Total 


California 

Florida 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

.Mississippi 

Missouri 

Nebraska 

New  York 

North  Carolina. 

Ohio 

Oregon  

Tennessee  

Texas 

West  Virginia.. 


Aggre- 
gate. 


8,182 


305 
135 
308 
313 

1,317 
767 

1.206 
62 
885 
232 
186 
118 
598 
100 
493 
993 
164 


8,112  Ij    4,262       3,830 


305  I 
135  I' 
308  : 
313  I 

L315  , 
766  ! 

1,206    , 


158 
55 
189 
208 
625 
494 


147 
80 
119 
Ul5 
«90 


885 

327 

232 

1        105 

186 

'        115 

115 

80 

'        596 

345 

100 

4H 

493 

278  ^ 

;        993 

435 

164 

131 

558 
127 

71 

35 
251 

52 
215 
558 

33 


']    Tot  Hi. 

70  1 

1"      ^      ! 

Male. 

Fe- 
male. 

44 

26 

j'l 

1    ! 

2 
1 

62 

36 

26 

1 

2 

3    

2    

' 

1 

Arkansas i        180  ji 

Delaware 270  1         270 

District  of  Columbia 158  ii        158 

Indiana 1  1,194  1,     1,165 

Iowa I  555  !         555 


Kansas 

Maine 

Maryland 

Massachusetts. 
Michigan 


365  \< 
118  j 
448   ! 

44 

90 


365 

118 

448 

44 

90 


4,620 


158 

112 

102 

56 

388 

577 

284 

271 

New  Jerse\" 

New  York 

North  Carolina  . 

Ohio :.... 

Oregon 


.523  .520 

511  311 

362  276 

284  283 

im  90 


Pennsylvania  . 
Rhode' Island 
Tennessee  — 
Virginia 


4.070 
226 
465 

128 


3,507  ; 

226  11 

235  1! 

128  !: 


192 
59 

231 
10 

47 

2(!(l 
273 
161 
140 

48 

1.781 

103 
129 
74 


173 
.59 
217 

3t 
43 

2011 
238 
115 
14.3 
42 

1.746 
12;t 
100 
54 


1,101 

312 

389 

1    '«•! 

79 

110 

29. 

15 

14 

::::::"1 

3 

3 

S6 

1 

44 
1 

42 

.563 

257 

3Wi 

!         ■-•«' 

113 

117 

' 

OERM  A  N    EV  A  N< ;  K  Lit  •  A  I.. 


Total  .  - . 


16,390  I    10. 389 


CHRISTIAN  REFORMED 


Illinois,  parochial 4,245 

Illinois,  other [  406 

Indiana,  par^^hiat |  784 

Iowa,  parochial 903 

Kansas,  paroi-hial 159 


Total. 


1,344    I    1,344 


Illinois,  parochial '        202 

Michigan,  parochial I    1. 109 

Michigan,  other 33  ] 


202 
1,109 


689 


113 
343 


655 


89 
566 


Kentucky .  paroehial. . . . 
Louisiana,  parocliial  . . . . 

Michigan,  parochial 

Minnesota,  parochial.  - . . 
Missouri,  paroehial 

Missouri,  other 

Nebraska,  parochial  . . . 

Nebraska,  other 

New  York,  parochial  .  - . 
North  Dakota, pariM'liial 

Ohio.  paro(;hial 

Oregon,  other 

Pennsylvania, pai-oehial . 

Pennsylvania,  othei- 

Texas!  jjarochial 

"Wisconsin,  parochial  . 


38 

219 

636 

738 

4.  100 


955 
23 


617 

70 

661  i 

191 

161 

.  133  i 


4,243 
40<i 
784 
9113 
139 

38 

219 

636 

738 

4.  106 

77 

260 

7 

955 

23 

617 
70 
IWI 
191 
161 
1,133 


2.156 
:!46 


16 

144 

320 

337 

2, 124 

77 

126 

7 

452 

12 

316 

43 

;i29 

147 

78 
586 


7.  823 
2  089 

' 

1 

60 

395 
4:)6 
83 

! 

22 

75 

316 

381 

1,982 

'   '  i34 

",-■ — 1 

1 

! 

1 ''l 

'.'.'.'.'.'.        i 

503 
11 

301 
27 

xr> 

44 
83 
,547 

1 

1 

:::::::■]■:::::!;::;:: 

1 

42  EDUCATION. 

ANALYSIS  OF  COLUMNS  "ALL  OTHEKS"  IN  DENOMINATIONAL  AND  PAROCHIAL  SCHOOL  TABLES— Continued. 


GERMAN  PRESBYTERIAN. 

TAll  in  Ttarochial  table  1 

REFORMED  CHURCH  IN  THE  UNITED  STATES. 

1 

, 

STUDENTS   AND   PUPILS. 

STATES  ANUTEHUI- 
,         ,                   i                       TOBIES. 

Aggre- 
gate. 

White. 

Aggre- 
gate. 

White. 

TORIES. 

Total. 

Male. 

Female. 

Total. 

Male. 

Fe- 

Total. 

Male. 

Female. 

Total. 

Male. 

Fe- 
male. 

male, 

Total 

3,929 

3,929 

2,305 

1,624 

1,160 

1,012 

519 

493 

148 

72 

76 

45 
31 

Illinois,  parochial 

Indiana,  parochial 

Total 

229 

256 

116 

62 

73 

109 
68 

213 
30 

148 

30 

148 

490 

51 

18 

306 
003 

26 
565 

88 

229 

256 

116 

62 

73 

109 
68 

213 
30 

148 

30 

148 

490 

51 

18 

306 
903 

26 
565 

88 

118 

120 

66 

37 

29 

55 
39 
87 
10 
71 

15 
89 
359 
29 
12 

161 
622 

12 
296 

88 

111 

136 

60 

25 

44 

54 
29 
12a 
20 
77 

15 

59 

131 

22 

6 

145 

281 

14 

269 



.'.!"'.'. 

Florida 

85 
63 
71 
168 
67 
76 

18 

78 

333 

79 

11 

85 
63 

40 
32 

Goorgia 

71 
168 
67 
76  , 

18 
78 
333 
79 
98 
24 

35 
89 
32 
33 

9 
40 
170 
47 
50 
14 

36 
79 
35 
43 

9 
38 
163 
32 
48 
10 

Miohigan,  parochial 

Minnesota,  parochial . . . 

Missouri,  parochial 

Nebraska,  parochial 

New  Jersey,  parf>chial.. 
New  York,  parochial . . . 

New  Yori,  other 

North  Carolina,  other. . . 



New  York 

Oregon,  parochial 

GK^ECOKUSSIAN  OKTHODOX. 

Oregon,  other 

Pennsylvania,  parochial 
Pennsylvania,  otiicr  — 
Tennessee,  parocliial  - . . 
Wisconsin,  parochial . . . 
Wisconsin,  other 

[Not  iu  parochial  table.] 

California 

28 

28 

28 

HEBKEW. 

REFORMED  EPISCOPAL. 

[Not  in  parochial  table.] 

Total 

261 

147 

79 

68 

114 

51 

63 

Pennsylvania,  parochial 

Pennsylvania,  other 

South  Carolina.parochial 

1,092 

1,092 

739 

353 

61 

20 

180 

61 
16 
70 

23 
16 

38 

4 
110 

4 

47 

""63 

Louisiana 

74 
860 

38 
120 

74 
860 

38 
120 

41 

640 

38 

20 

33 
220 

New  York 

Ohio 

100 

SEVENTH-DAY  ADVENTIST. 

LATTER-DAY  SAINTS. 

[Not  iu  parochial  table.] 

■ 

Total     .     . 

'1,213 

175 
105 

1,204 

628 

576 

9 

7 

5,092 

5,092 

2,803 

2,289 

2 

Total 



--  = 

173 
104 

88 
45 

85 

.59 

2 
1 
6 

2 
1 

4 

113 

696 

4,283 

113 

696 

4,283 

59  1          Ri 

Massachusetts 

Idaho 

333 
2,411 

363 
1,872 

563    '        557 
370           370 

312           245 
183           187 

1 

'> 

Utah         

SHAKERS. 

Total 

645 

644 

379 

265 

1 

1 

[Not  in  parochial  table.] 

Iowa,  parochial 

35 
469 
35 
45 
61 

35 
;        468 
35 
45 
61 

25 
264 
29 
27 
34 

10 

204 

6 

18 

27 

7 

7 

7 

Kansas,  parochial 

i 

1 

Nebraska,  parochial 

South  Dakota,  parochial. 

SWEDENBORGIAN. 

MORAVIAN. 

[Not  in  parochial  table.] 

Total 

856 

856 

537 

319 

Total 

104 

104 

57 

47 

Minnesota,  parochial 

North  Carolina,  parochial 
North  Carolina,  other  . . . 
Pennsylvania,  other 

46 

50 
280 
480 

46 

50 

280 

480 

18 
50 

280 
189 

28 



Massachusetts 

6 
46 
52 

6 
46 
52 

6 
20 
31 

Ohio 

26 
21 

Pennsylvania 

291 

REFORMED  CHURCH  IN  AMERICA. 

UNITARIAN. 
[Not  in  parochial  table.] 

Total 

1,138 

1,137 

812 

325 

1 

1 

1 

407 

256 

151 

1 

1 

38 

48 

293 

253 

366 
50 
90 

38 

48 

!        293 

253 

365 
50 
90 

Total 

1        408 

Illinois,  parochial 

16  1           22 

Iowa,  other 

165 
147 

360 
25 
60 

» 
128 
106 

5 
25 
30 

53 
80 
40 
53 
146 
36 

53 
80 
40 
53 
145 
36 

58 

53 
25 
23 
68 
34 

New  Jersey,  parochial . . . 

27 
15 
30 
77 
2 

1 

1 

New  Jersey,  other 

New  York,  parochial 

New  Hampshire 

Ohio 

1 

1 

INSTITUTIONS. 


43 


ANALYSIS  OF  COLUMNS  "ALL  OTHERS"  IN  DENOMINATIONAL  AND  PAROCHIAL  SCHOOL  TABLES— Continued. 


UNITED  BRETHREN. 

UNITED  GERMAN  EVANGELICAL  PROTESTANT. 

STATES  AND  TEKllI- 
TORIES. 

STUDENTS  AND  PUPILS. 

Aggre- 
gate. 

170 

While. 

Colored.- 

Aggre- 
gate. 

White. 

Colored. 

TORIES. 

> 

Female. 

Total. 

Male. 

Fe- 
male. 

Total. 
2,883 

Male. 

Female. 

Total. 

Male. 

male. 

Totol. 

Male. 

Pennsylvania,  parochial 

170 

77 

93 

Total 

2,883 

1,628 

1,255 

f  California 

82 
197 
227 
375 
333 

190 
125 
380 
43 
449 

163 
122 
86 
111 

82 
197 
227 
375 
333 

190 
125 
380 
43 
449 

163 

122 

86 

111 

40 
109 
132 
200 
170 

120 
80 

231 
18 

255 

81 

78 
46 
68 

42 

88 

95 

175 

163 

70 
45 

149 
25 

194 

82 
44 
40 
43 

Illinois 

UNI  VERSA  LIST. 

Indiana 

[Not  in  parochial  table.] 

1 

Totiil 

1,331 

1,328 

778 

550 

3 

3 

Ohio 

Oregon 



128 
140 

287 
317 
258 
201 

126 
140 
287 
317 
257 
201 

73 
68 
203 
166 
154 
114 

.53 
72 
84 
151 
103 
87 

2 

2 

Massachuaettfl 

.. 

New  York 

Ohio... 

1 

1 

EVENING  OR  NIGHT  SCHOOLS. 

Many  cities  maintain  schools  from  7  to  9  o'clock  p.  m.  foi"  from  30  to  90  or  more  sessions  between  November 
and  May,  presumably  for  those  deprived  of  the  beiieiit  of  ordinary  schools  by  age  or  occupation. 

The  tone  of  reports  on  these  evening  or  night  schools  is  more  of  faith  in  their  future  possibilities  than  of 
confidence  in  their  present  usefulness.  Meager  numbers,  irregular  attendance,  difficulty  of  discipline,  exhaustion 
of  both  pupils  and  teachers  by  the  employments  of  the  day,  damage  to  day  schools  by  a  loss  of  power  in  those  who 
teach  in  night  schools  as  well  as  day  schools,  are  general  comments  relieved  by  some  statements  of  excellent  results. 

A  somewhat  common  experience  is  a  zealous  fall  opening,  a  good  degree  of  interest  to  the  Christmas  holidays, 
then  a  break  in  the  attendance  and  interest,  followed  by  a  more  or  less  protracted  struggle  against  decline  till  it  is 
decided  that  the  schools  had  better  be  closed. 

On  account  of  trouble  between  the  owners  and  the  workmen  in  a  manufacturing  town  of  New  Jersey  the  boys 
usually  employed  were  sent  to  day  schools  and  the  night  schools  were  closed.  A  very  brief  term  of  daily  tuition 
as  usually  organized  would  equal  any  but  exceptional  annual  work  in  night  schools  in  any  part  of  the  country. 

This  is  not  the  place  for  discussing  what  has  been  termed  the  unsolved  problem  of  evening  schools,  but  it  is 
proper  to  emphasize  that  enrollment  in  evening  schools  should  not  be  combined  with  day  school  enrollment  as  of 
like  value.  Some  i^ublic  school  reports  have  reached  the  Census  Office  that  combined  the  night  and  day  enrollments 
without  distinguishing  them.  The  office  has  used  no  report  in  this  form  where  the  union  was  recognized,  but 
some  cases  may  still  remain  undetected. 

Statistics  of  night  schools  have  a  value,  but  they  ought  not  to  lose  their  identity  in  any  summary. 

The  available  reports  for  public  night  schools  justify  the  following  statement,  as  approximately  indicating  the 
enrollment  in  the  states  named : 


APPROXIMATE  ENROLLMENT  IN  PUBLIC  EVENING  SCHOOLS  FOR  CENSUS  YEAR. 


ENBOLLMENT. 

The  United  States 163,509 


North  Atlantic  division 127, 399 

Maine 1,000 

New  Hampshire 1, 200 

Vermont 200 

Massachusetts  (a) 24, 820 

Rhode  Island  (a) 7,623 

Connecticut  (a) 2, 883 

Now  York 55,000 

New  Jersey  (a) 6,673 

Pennsylvania 28, 000 


South  Atlantic  division 

Delaware 

District  of  Columhia  (a) 

Virginia  

South  Carolina 


3,510 


250 

2,510 

550 

200 


North  Central  division 

Ohio 

Illinois 

Michigan 


ENROLLMENT. 

26,800 


Wisconsin  

Minnesota 

Iowa 

Missouri 

Nebraska 

South  Central  division  . 
Kentucky 


2,700 
10,000 
1,100 
3,000 
5,500 
1,000 
2,200 
1,300 

1,400 


Western  division . 

Colorado 

Oregon  

Califoiuia  ..  . 


1,400 

4,400 
200 
200 

4,000 


a  Figures  Iroiu  ofticiaJ  reports. 


44  EDUCATION. 

Mi'ii  and  boys  largely  predominate  over  women  and  girls  in  tlie  enrollment. 

There  are  some  thonsands  to  be  added  for  evening  sciiools  maintained  by  benevolent  associations,  but  in 
popular  reports  the  boundary  lines  between  a  definitely  organized  school  and  a  reading  room  are  very  poorly 
defined.  There  are  also  institutions  conducted  day  and  evening  without  separate  evening  organization.  Such 
are  nniny  commercial  schools.  Some  so  called  evening  schools,  made  conspicuous  by  public  letter  writers,  prove  on 
searching  iininiry  to  be  no  nmre  than  literary  associations.  A  nundjer  of  professional  schools  at  the  national  capital 
have  their  sessions  in  the  eveiung,  though  not  reporting  themselves  distinctively  as  eveinng  schools. 

GOMMEKCIAL  SCHOOLS  ANJ)  BUSINESS  COLLEGES. 

The  commercial  schools  and  business  colleges  can  not  be  readily  separated  into  superior,  secondary,  and 
elementary  schools,  and  are  shown  in  a  special  column.  There  are  a  few  universities  with  jirofessorships  of  finance, 
and  the  professors  of  political  economy  touch  upon  commerce  and  business.  For  the  most  part,  this  work  is  .so 
involved  with  other  work  of  the  institutions  that  the  students  do  not  form  distinct  schools.  There  are  persons 
assuming  the  name  of  "  college  "  that  have  no  charter  and  no  standing  beyond  credit  for  a  mouth's  rent,  while  they 
wait  in  rooms  for  possible  day  m-  night  students  in  writing  and  arithmetic.  Between  these  extremes  aie  schools 
whose  work  is  transient,  others  that  are  maintained  regularly  under  charters  with  stable  organization.  Much 
of  the  work  covered  under  the  name  of  "business  college"  is  of  a  very  elementary  character,  involving  nothing 
highei'  than  some  special  applications  of  arithmetic,  and  this  is  true  of  .some  public  business  high  schools  of  recent 
organization.  The  endowment  of  schools  of  finance  at  the  universities  opens  the  way  for  a  higher  and  clearer 
adjustment  of  terms  lately  much  abused. 

SCHOOLS  AND  SCHOOLHOUSES. 

Tite  nund)er  of  schools  in  the  United  States  will  depend  up<m  the  significance  attached  to  the  term  school.  In 
sonic  j)arts  of  the  country  a  group  of  departments  in  one  building  is  called  a  school,  and  the  term  sometimes  covers 
some  adjacent  building  considered  as  a  branch;  elsewhere  every  group  of  pupils  under  a  teacher  who  keeps  a 
separate  register  is  (;ounted  as  a  school;  under  the  latter  custom  there  may  be  many  schools  in  one  large  building. 
The  nundier  of  schoolhouses  is  but  a  general  indication  of  educational  facilities,  since  a  few  large  houses  in  a  dense 
population  may  provide  for  vast  numbers  compared  with  a  like  number  of  houses  in  a  sparse  population. 

The  imperfections  of  records  aftect  the  tahlc  for  schoolhouses. 

For  Vermont  the  number  in  the  table  is  that  of  the  schools.  It  is  ijiain  that  in  this  state  the  variation  between 
the  number  of  schools  as  there  counted  and  the  number  of  houses  can  not  be  great,  since  there  are  2,276  districts 
in  the  state,  and  an  addition  of  207  schools  for  districts  containing  more  than  one  school  would  suttice  to  make  2,483  the 
numbei-  of  schools  rejjorted. 

In  Massachusetts  the  erroi'  would  be  large  if  the  number  of  .schools  reported,  7,147,  were  taken  for  the  number 
of  schoolhouses.  It  is  evident  that  the  rooms  in  one  house  are  to  a  greater  or  less  extent  counted  as  separate 
schools.  The  state  census  of  1885  gave  3,439  public  school  buildings,  besides  31  other  buildings  used  for  public 
schools.  It  is  apparent  that  i)artof  these  31  were  acadenues  under  contriwt  for  giving  instrnctitm  to  public  school 
]>upils.  There  is  known  to  be  a  small  annual  increase  in  the  numbei-  of  ])ublic  school  houses,  so  that  in  the  absence 
of  exact  information  the  number  4,01)0  is  estimated  for  public  school  houses  in  the  census  year. 

In  general,  at  the  -sontli  almost  any  building  erected  for  public  or  semi]mblic  i)nrposes  is  liable  to  be  utilized 
Cor  a  school.  A  new  organization  thus  comes  into  certain  school  reports,  since  schools  are  held  in  Alliance  houses 
ill  the  Culf  states. 

In  Georgia  and  Florida  the  number  of  schools  is  likely  to  approximate  the  number  of  buildings  used  foi' 
schools,  since  the  rural  conditions  -so  predominate  that  each  school  more  frec^uently  has  one  house  than  in  regions 
where  there  is  a  larger  urban  population.  No  close  estimate  is  practicable  for  the  number  of  buildings  that  are 
public  property. 

In  Kentucky  there  is  a  careful  distinction  of  public  and  rented  buildings  and  churches  used  as  schoolhouses. 
There  are  72  rented  buildings  and  1!»7  chuiches,  of  which  140  aie  for  the  colored  peojjle. 

In  Alabama,  Mississippi,  and  Louisiana  a  series  of  departments  in  one  building  counts  as  a  school,  so  that  the 
number  of  schools  should  closely  approximate  the  number  of  buildings  used.  In  Alabama  there  are  but  13 
independent  districts  reported,  some  of  which  group  the  children  of  each  race  in  single  buildings,  so  that  the 
general  conditions  arc  one  school  to  one  building.  In  Mississippi  360  schoolhouses  were  built  in  the  year.  In 
Texas  there  are  •12.S  independent  districts,  reported  owning  227  schoolhouses,  and  refuting  72  not  classified  by 
color,  but  known  to  be  often  arranged  to  give  at  least  one  separate  school  to  colored  people  in  each  district. 

The  city  of  St.  Luiis.  Missouri,  may  be  cited  as  an  instance  where  schools  arc  not  identical  in  number  with 
either  buildings  or  rooms.  There  were  reported  in  the  city  .system  (1891)  79  schools,  occupying  111  buildings, 
ct)ntaining  970  schoolrooms. 

The  superintendent  of  public  instruction  of  Pennsyh  ania  reimrts  2,607  schools  in  riiiladelphia,  equaling  the 
nund)er  of  teachers.  The  report  of  the  board  of  public  education  of  Philadelphia  shows  21 1  school  buildings  owned 
besides  an  unmentioned  number  rented. 


iNSTrmioNS. 


45 


111  Utah  there  were  coniparatively  tew  iustances  where  luoie  thau  <»ue  >«ho<>l  couhl  liave  been  in  one  lionse, 
even  Salt  Lake  city  having  been  organized  in  21  distinct  districts,  though  now  consolidated. 

Of  the  5,!W7  schoolhoiises  rejiorted  in  Nebiaska,  702  are  sod  houses,  in  whose  behalf  one  county  superintendent 
says  that  many  districts  prefer  to  build  a  sod  house  that  may  last  three  or  four  years  to  bonding  the  districts,  and 
that  the  best  two  reports  of  daily  attendance  in  his  county  weie  from  sod  houses.  Anothei-  says:  '•  In  defense  of 
the  'old  sod  house'  allow  me  to  say  that  no  other  kind  of  building  is  more  comfortable  or  safe  when  the  blizzard 
liowls  and  the  steady  cold  of  winter  has  settled  down  ". 

With  these  explanations  the  table  is  submitted  as  an  api>roximatiou  to  the  number  of  public  school  houses  in 
(he  United  States. 


APPROXIMATE  NUMBKK  OF  VVn\AC  SCHOOL  HOl^SKS  IN  THE  KMTEI)  STATES  FOR  THE  CENSUS  YEAR. 
The  I'nitcd  States 219,902 

North  A  till  11  tic  ili  vision  


Maine 

New  Hampshire... 

Vermont  (ii) 

MaHsachusctts  (h) 

Khotlc  Island , 

Counecticnt 

New  York 

New  .lersey 

Pennsvlviiiiia 


South  Atlantic  division. 


1, 


Delaware 

White 

Colored 

Maryland 

White 

( 'olored 

District  of  ColiiMihia 

White 

Colored 

Virginia  (c)  

White 1, 

(Colored 1. 

West  Vii-ffinia  (c) 

White 4, 

Colored 

North  Carolina 

White 3, 

Colored 1 , 

South  Ca  rol  ina 

(ieorgia  (a) 

White 4, 

Colored 2, 

Florida  (a) 

White 1, 

Colored 

North  Central  ilivision  


:ifi7 

sr> 
704 

I  as 

74 


r>6« 

840 

t>54 
160 


978 

S2(t 


529 
286 


746 

.587 


Ohio.... 
Indiana 


a  XuuilK-r  nC  scliool-*. 

b  Last  exact  rep*>rt  *J.4:jy,  siatL-  ircusua  uf  1885. 


42.  949 

4,354 

2, 078 
2, 48a 
4,000 
482 
1,643 

12,  022 
1,H73 

14.  214 

.32, 142 
452 

2,167 

96 

6,408 

4,814 

5,  793 


3,264 
6,  815 


2,  333 


97,  16(> 

12,  813 

9.907 


North  Central  division — Continited. 

Illinois 

Michigan , 

Wisconsin 

Minnesota 

Iowa 

Missouri  («) 

North  Da kota 

South  Dakota 

Nebraska 

Kansas. 


ScHith  Central  divisoii 


Kentneky 

White (i.  514 

Colored i(56 

Tennossei' 

Alahaniii  (<() 

White 4,  147 

Coloreil 2,  185 

Mississippi  (n) 

White 3,  430 

Colored 2.  469 

Louisiana  {a) 

Wkite 1 ,  5.S5 

Colored 74 1 

Texas 

Oklahoma  (rf) 

Arkansas 

Western  division 


Montana 

Wyoming  (r)  . 

Colorado 

New  Mexico . . 
Arizona  {a) . .. 

Utah  (n)  

Nevada 

Idaho 

AhiKka 

Washington . . 

Oregon 

California 


12, 252 
7,531 
6, 476 
5,864 

12. 997 
9,  712 
1,480 
3, 153 
5, 937 
9.044 

38, 962 
7.470 


ti,048 
ti,  3.32 


5,  899 


2.  276 


8,  324 

21 

2,592 

8, 773 

a5n 

150 

1,190 

130 

219 

,501 

151 

315 

16 

1,126 

1,  499 

3.121 


f  Approxiinaic. 

d  Greer  county  only. 


46 


EDUCATION. 


STATISTICS  OF  ENEOLLMENT  IN  PUBLIC  AND  PRIVATE  INSTITUTIONS, 
EXCLUSIVE  (FOR  RECENT  DECADES)  OF  SPECIAL  CLASSES,  REFORMATORY,  CHARITABLE,  AND  INDIAN  SCHOOLS. 

Tables  1,  2,  3,  4,  and  5,  following,  are  summaries  from  previous  census  reports  beginning  with  1840,  the  first 
year  for  which  census  reports  were  made  for  schools.  Any  attempt  to  compare  them  will  be  limited  by  the 
difference  in  conditions  and  the  use  of  terras  at  different  dates  and  the  want  of  reports  for  1880  for  any  but  public 
common  schools.  The  tables  beginning  with  Table  6  give  the  facts  as  gathered  for  schools  under  various  groupings 
for  the  Eleventh  Census,  including  public  common  schools  by  counties,  which  were  not  shown  in  the  report  for  1880, 
and  parochial  schools  not  separately  tabulated  for  the  reports  of  previous  censuses. 

At  the  end  is  a  summary  of  the  receipts  and  expenditures  of  the  public  schools  of  the  country  maintained 
under  local  authority  but  not  including  the  special  accounts  of  state  universities  and  professional  schools.  This 
summary  was  prepared  by  Mr.  J.  K,  Upton,  special  agent  in  charge  of  the  work  on  wealth,  debt,  and  taxation. 

Table  1.— STATISTICS   OF   SCHOOLS,  CENSUS  OF  1840:  ENROLLMENT  IN  UNIVERSITIES  AND  COLLEGES,  ACADEMIES 

AND  GRAMMAR  SCHOOLS,  AND  PRIMARY  AND  COMMON  SCHOOLS. 


STATES   AND  TERRITORIES. 


The  United  States 
North  Atlantic  division  , . 

Maine 

New  Hampshire 

Vermont 

Massachusetts 

Rhode  Island 

Connecticut 

New  York 

New  .Jersey 

Pennsylvania 

South  Atlantic  division  . . 

Delaware 

Maryland 

District  of  Columliiti. . 

Virginia 

Nortli  Carolina 

South  Carolina 

Georgia 

Florida 

North  Central  division 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Iowa 

Missonri 

South  Central  division 

Kentncky 

Tennessee 

Alahama 

Mississippi 

Louisiana 

Arkansas 


Total. 


2, 025,  KX 


1, 413, 231 


173,220 
89,864 
87, 163 

177, 792 
21,  343 
71,  436 

538,  367 
56,  053 

197,  993 

141,884 


7,711 
21,973 

2,464 
47,511 
19, 493 
17, 014 
24,061 

1,657 

366. 327 


224,  636 
51,  457 
37. 154 
30, 344 
2,002 
1,525 
19,209 

104,  214 


30,966 
31, 12] 
21,413 
11,243 
6,557 
2,914 


Universities 

and 

colleges. 

(Students.) 


16,233 


6,619 


266 
433 
233 
769 
324 
832 

1,285 
443 

2,034 

3,  lOS 


23 
813 
224 
1,097 
158 
168 
622 


3,003 


1,717 
322 
311 

158 


3,506 


1,419 
492 
162 
454 


Aca^lemies 

and  grammar 

schools. 

(Scholars.) 


164, 159 


97,376 


8,477 
!),799 
4,113 

16,  746 
3,664 
4,865 

34,715 
3,027 

15,  970 

34,748 


764 
4,178 
1,380 
11,083 
4,398 
4,326 
7,878 

732 

11,724 


4,310 
2,946 

1,967 

485 

65 

25 

1,926 

20,  311 


4,906 
5,539 
5,018 
2,553 
1,995 
300 


Primary 
and  common 

schools 
(Scholars.) 


1, 845, 264 


1,309,236 


164, 477 
83,  632 
82, 817 

160,277 
17,  355 
65,739 

502,  3  7 
52,  ,583 

179,  989 

104,031 


6,924 
16,982 

851 
35,331 
14,  937 
12,  520 
15,561 

925 

351,600 

218,609 
48, 189 
34,  870 
29,701 
1,937 
1,500 
16,  788 

80,  397 


24,641 
25,090 
16, 243 
8.236 
3,573 
2,614 


INSTITUTIONS. 


47 


Table  9.— STATISTICS  OF  SCHOOLS,  CENSUS  OF  1850:  ENROLLMENT  IN  COLLEGES,  ACADEMIES  AND  OTHER  SCHOOLS, 

AND  PUBLIC  SCHOOLS. 


STATES   AND  TERRITORIES. 


The  United  States. 


North  Atlantic  division  . 


Maine 

New  Hampshire . 

Vermont 

Massachusetts. . . 

Rhode  Island 

Connecticat 

New  Yorli 

New  Jersey 

Pennsylvania. . , . 


Soath  Atlantic  division  . 


Delaware 

Maryland 

District  of  Colombia. 

Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 


North  Central  division  . 


Ohio 

Indiana 

Illinois 

Michigan. . 
Wisconsin . 
Minnesota . 

Iowa 

Missouri. -- 


South  Centr.'il  division. 


Kentucky  .. 
Tennessee . . 
Alabama  . . . 
Mississippi . 
Loaisiana... 

Texas  

Arkansas... 


Western  division. 


New  Mexico. 

Utah 

Oregon  

California 


Total. 


3,642,694 


1, 932, 086 


198, 745 
81,237 

100,785 

190,292 
24,881 
79,003 

727, 156 
88,244 

440,743 

323,415 


11, 125 
44,923 

4,720 

77,764 

112,430 

26,025 

43,299 

3.129 

1,068,359 


502,826 
168,754 
130,411 
112, 382 
61,615 
12 
30, 767 
61,  ,592 

317,653 


86,014 
114,  773 
37,237 
26,236 
30,843 
11,500 
11,0,50 

1,181 


40 


Colleges. 
(Students.) 


27, 159 


9,379 


282 
273 
464 

1,043 
150 
738 

2,C73 
470 

3,280 

5,465 


144 
992 
218 

1,343 
513 
720 

1,5.35 


6,624 


3,021 

1,06!) 

442 

308 


100 
1,00ft 

5,691 


1,873 
1,605 
567 
862 
469 
165 
J.50 


Academies 

and  other 

schools. 

(Scholars.) 


261,362 


122,786 


6,648 
5,321 
6,864 

12, 774 
1,601 
6,996 

49, 262 
9,569 

23,  751 

40,603 

2,011 
10,677 
2,333 
8,983 
7,822 
7,467 
9,059 
1,251 

39,650 


Public 

schools. 

(Scholars.) 


15,052 
0,185 
4,179 
1,619 
2,723 
12 
1,051 
8,829 

48,271 


12,712 
9,  517 
8,290 
6,628 
5,  .328 
3,389 
2,407 

1,052 


3,354,173 


1,799,921 


192, 815 
75,643 
93,457 

176, 475 
23, 130 
71, 269 

675,  221 
78,  205 

413,  706 

268,347 


8,970 
33,254 

2,16S 

67,438 

104,095 

17,838 

32,705 

1,878 

1, 022, 085 


484, 153 
161,  500 
125,790 
110,455 
58,  817 


29,616 
51,7.54 

263,  691 


71,429 

103,  651 

28,380 

18, 746 

25,  046 

7,946 

8,493 

129 


922 
219 


842 
170 


80 
49 


48 


EDUCATION?. 


Tahlr  SJ.— statistics  0I<^  schools,  CENSIS  OF  18W):  EXKOLLMENT  IV  COLLKGKS.  ACA]»KMIf:s  ANO  OTHER  SCHOOLS, 

AND  PUBLIC  SCHOOLS. 


STATKS   AMj   •IKKHITolllKS. 


Tlie  Tniteil  Stiitcs. 
Nnrth  Atlantic  iliviHion  ... 


Maine 

New  llaiii]t8}iin' 

Vermont 

Ma-saachnsetta .  - 
Uhode  Island  . . . 

(Jonnecticut 

New  York 

New  Jersey 

Penn.svlvania  . . . 


South  Atlanti(^  division  . 


Delaware 

Maryland .' 

District  of  Cohimbia. 

Virginia 

North  Carolina 

Soath  Carolina 

Georgia 


Slorida 

North  Ontral  division. 


Ohio 

Indiana  — 

Illinois 

Michigan  . . 
Wisconsin  . 
Minnesota  . 

Iowa 

Missouri . . . 
Nebraska  . . 
Kansas 


South  Central  division  . 


Kentuck,v . . . 
Tennessee... 

Alabama 

Mississippi  . 
Louisiana. . . 

Texas 

Arkansas  . . 


Western  division  . 

New  Mexico  .. 

Utah 

Washington  . . 

Oregon 

California 


Total. 


.1,  477,  037 

2.  22:1.  4.')9 

135,  327 
82,  373 
«8,  fl2« 
222.  708 
28,909 
92,  182 
786,  818 
123,987 
r.02,  227 

391, 504 

13,  783 
41,589 
7,568 
101,471 
1 19,  734 
.■iO,  377 
70,464 
6,518 

2, 258, 166 

«51,  661 

318,  ,520 

449,124 

212,  705 

209, 998 

.33. 0.54 

171,770 

200, 289 

3,138 

5,912 

559,665 

176,240 
157,534 
74,649 
39,800 
44,  617 
42,  943 
23, 882 

46,243 

597 

.5.695 

1,038 

10,259 

28,654 


(Colleges. 
(StudontK.) 


56, 120 


10,778 


337 

39(1 
173 

1 .  733 
212 
903 

2.  970 
775 

3.  280 

10,291 

911 
628 
,523 
2,824 
1,  540 
1.384 
3,  302 


21,  345 

7,077 
2.46(1 
2,901 
1,631 
1.291 
366 
1.233 
4,  291 


12.  .564 

2,485 
2, 932 
2, 120 

8,5() 
1,  ,530 
2.416 

225 

1,141 
170 


Academies 
and  other 
schools. 

Scholars.) 


186,54(1 


8,  273 

11.444 

7.851 

14.(KI1 

3,127 

8,  749 

86,  565 

12,  892 

33,  638 

61,  632 

1,957 
4, 745 
4,719 
13,  204 
13,  169 
8,  277 
11.075 
4.486 

137,736 


447 
.-.24 


.•)4.  0.35 
22.  971 
13.205 

9.  683 
10,031 

1,605 

4,949 

20, 143 

55 

1.0,59 

73,  747 

17,  597 
15,  79.i 
10.  778 
7,974 
11,274 
5,916 
4.415 

5.  368 

192 

21(1 

159 

1.654 

3,  153 


I'nblic 

schools. 

(Scholars. ) 


2.  026. 140 

186.717 

70,539 

80,904 

206,974 

25,  570 

82,  530 

697,  283 

1 10,  320 

565,  303 

319,  581 

11,736 
36,216 
2,326 
85,443 
105, 025 
20,716 
.56,087 
2,  032 

2.  097,  085 

.590,  .549 

293,  089 

433.  018 

201,  391 

198,  676 

31, 083 

165,  588 

175,  855 

3, 078 

4.758 

473,  354 

156, 158 
138,809 
61,751 
30, 970 
31,  813 
34,611 
IB,  242 

39,  734 

235 
,5,485 

879 

8.158 

24,  977 


INSTITUTIONS. 


49 


Table  4.— STATISTICS   OF   SCHOOLS,  CENSUS   OF    1870:    ENROLLMENT  OK   STUDENTS   AND   PUPILS  NOT  PUBLIC  AND 

PUBLIC. 


STATES  AND  TERRITORIES. 


The  United  States. 

North  Athtiiti<^  division  . 


Maiue 

New  Hampshire. 

Vermont 

Massac  liusetts  — 

Rhode  Island 

Connecticut 

New  Torli 

New.lersey 

Pennsylvania 


South  Atlantic  division. 


Delaware 

Maryland 

District  of  Columbia . 

Virgini.i 

West  Virginia 

North  Carolina 

Soulh  Carolina 

Georgia 

Florida 


North  Central  division 


Ohio 

Indiana 

Illinois 

Michigan. . 
Wisconsin. 
Minnesota. 

Iowa 

Missouri. . . 

Dakota 

Nebraska.. 
Kansa.H 


South  Central  division . 

Kentucky    

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Arkansas 


Western  division . 


Montana 

Wyoming  ... 

Colorado 

New  Mexico. 

Arizona 

Utah 

Nevada 

Idaho 

Washington . 

Oregon 

California 


ALL  CLASSES. 


Total. 


7, 210, 420 


2, 494,  694 


162,  636 

61,677 

62,  913 

269,  337 

32,  596 

98,  621 

862.  251 

129, 800 

811,  863 

49,"),  710 


19,  .575 
107,  637 
19,  503 
60,  019 
104,  949 
64,  9,58 
38, 249 
66, 150 
14,  670 

3, 407, 696 


790,  795 
464,477 

767,  775 
266,  827 
344,  014 
107,  266 
217,  654 
370,  337 
1,  2.i5 
17,  614 
59,  882 

655,  060 


245, 139 
125,  831 
75,  866 
43,451 
60, 171 
23,  076 
81,  526 

157, 260 


1,745 

305 

5,  033 

1,798 

132 

21,067 

2,373 

1,208 

5,499 

32,  593 

85,  507 


Male. 


Female. 


3,622,478       3,587,942 


1,213,264       1,281,430 


77. 992 
33, 123 
31,295 

134, 777 

15, 491 

■   51,307 

373,  505 
67,  751 

428,  023 

251,  028 


9,093 
56,053  ^ 
10, 142  ' 
30,878 
55,238 
32,664 
17,397 
32,775 

6,788 


419,  591 
237,  664 
389,  955 
128, 949 
176,  ,541 

55, 160 

105,  665 

186,  641 

694 

9,492 

30,  493 

335,  766 


125,  734 
05,  979 
37,  223 
22,  793 
29,  S54 
12,  244 
41,  939 

81,569 


027 
190 
755 
014 
72 
844 
279 
602 
816 
753 
217 


84,644 
31.  .5.54 
31,618 

134,560 
17, 105 
47,  314 

488,  746 
62,  049 

383.  840 

244,082 


NOT  PUBLIC. 


Classical,  professicmal,  and 
liechnical. 


Total. 


!    255,672 


90,445 


10, 482 
51,584 
9,361 
29, 141 
49,  711 

32,  294 
20,  852 

33,  375 
7,882 


5.691 
3,344 
4,196 
7,942 
1,198 
1,341 
n43,  957 
1,571 
21, 205 

37,092 


1,740,851       1,666,845 


371, 
226. 

377, 
137, 
167, 
52, 
111, 
183, 


859 
be,  816 
1,814 
6,861 
1,672 
6,712 
■2, 120 
9,658 
580 

71,668 

21,093 
8,337 

11.755 
5,480 
3,600 
793 
6,453 

12,  820 


Male. 


148,292 


55,784 


Female. 


106, 380 


3,  2!)8 
1,808  ! 
2,252  ! 
5,264  I 
984  [ 
1,203  j 
a25,385  \ 
1,359 
14.S21 

22,213 


480 

64,969 

1,488 

4,423 

794 
3,659 
1,  ,326 
4,756 

318 

40,  753 


561 


8,122   I 
29,389  i: 


156 
1.181 


319,294  il       49,335 



119,405  i|       15,542 


12,696 
4,936 
7,255 
2.  327 
2,312 
565 
3,421 
6,594 


77 
570 

25,  9il0 


59,  852 
38,  643 
20,  658 
30,  317 
10,  832 
39,587 

75,  69J 


718 

115 

2.278 

784 

60 

11,  223 

1,094 

606 

2,683 

15,840 

40,290 


19,  669  ; 
4,  218  \ 
1,461 
5, 192 

800  I 
2,453  I 

7,132 


120 
486 


120 


260 
1,745 
4,  .351 


8,706 
10. 188 
1.799 

534 
2,864 

554 
1,2.55 

4,642 


10 


251  ! 


70 


169 
1,002 
3,140 


34,661 


a  Includes  229  pupils  in  Military  Academy  at  West  Point. 
ED 4 


2,483 

1,536 

1,944 

2,678 

214 

138 

18,  572 

212 


14, 879 


379 

1,847 

326 
2,438 

878 
3,053 

794 
4,902 

262 

30, 915 


8,397 
3,401 
4,500 
3,153 
1,288 
228 
3,032 
6,226 


79 
611 

23,435 


6,836 
9,481 
2,419 

927 
2,  328 

246 
1,198 

2,490  i 
40 


120 
235 


50 


91 

743 

1,211 


Other. 


Total. 


726, 688 


237, 145 


4,180 

1,925 

6,650 

19,250 

4,148 

8,831 

99, 113 

48,124 

44,924 

142, 626 


1,881 
17, 595 

6,  .507 
44,458 

1,784 
16, 384 

4,767 
45,  342 

3,958 

176,  851 


32, 009 

10,064 

78,  397 

6,319 

3,406 

3,065 

5,278 

37,204 

32 

406 

671 

139, 375 


11,357 
23, 192 

4,385 
41,990 
29,147 
22, 276 

7,028 

30, 691 

151 

130 

396 

1,124 

132 

20,947 

517 

160 

479 

1,026 

5,629 


Male. 


353, 134 


111,  987 


1,391 

1,040 

3,171 

7,941 

1,771 

4,  .548 

45,747 

26,629 

19,  749 

69,  487 


Female. 


373,554 


919 

8,157 
3,144 

22, 180 

857 

7,726 

2,389 

22,319 
1,796 

85,909 


17,873 
4,  539 

39,  255 
2,638 
1,279 
1,430 
1,936 

16,465 

.  15 
188 
291 

71,  876 


5,226 
12, 191 

2,034  I 
22,259  I 
14,895  ! 
11,690 

3,581  I 

13,875 

52 

90 
203 
679 

72 

9,774 

214 

75 

191 

220 

2,305 


125, 158 


2,789 
885 

3,479 
11,309 

2,377 

4,283 
53,366 
21,495 
25, 175 

73, 139 


962 
9,438 
3,363  I 
22,  278  ■ 
927  I 
8,608 
2,378 
23, 023 
2,162 

90,  942 


14, 136 

5,525 

39, 142 

3,681 

2, 127 

1,635 

3,342 

20,  739 

17 

218 

380 

67,499 


6,131 
11,001 

2,351 
19,  731 
14,  252 
10,  586 

3,447 

16,  816 


40 
193 
445 

60 

11, 173 

303 

85 

288 

806 

3,324 
I 


Total. 


6, 228, 060 


2, 167, 104 


152, 765 
59, 408 
52, 067 

242, 145 
27,250 
88,449 

719, 181 
80,  105 

715,  734 

315, 992 


Male. 


3, 120, 052 


Female. 


3, 108,  DOS 


1,045,493     1,121,611 


16,835 
83,226 
11, 182 
8,700 
101, 493 
41,912 
31,  362 
11, 150 
10, 132 

3, 159, 177 


73,  393 
30,  275 
25,  872 

121,572 
12,  736 
45, 556 

302,  373 
39,  763 

393, 953 


79, 372 
29, 133 

26, 195 
120,573 

14,  514 

42,  893 
416,808 

40,  342 
351,  781 


159,  328  156,  664 


737, 693 
446, 076 
077,  623 
254,  828 
337,  008 
103,  408 
205, 923 
320,  313 
1,223 
17, 052 
58,  030 

466,350 


7,694 

42,927 

5,510 

4,275 

53,587 

21,279 

13,682  I 

5,700 

4,674 


9,141 

40,299 

5,672 

4,  425 

47,906 

20,  633 

17,  680 

5,450 

5,458 


1,614,189  ;  1,544,988 

1 


389,022  I 
228,189 
3i3,U5  , 
12.3,984 
172,950 

53,171 

100,308 

163,582 

679 

9,227  ; 

29,632 


348,  671 
217,887 
334, 178 
130,814 
164,  058 

50,237 

105,  615 

156,  731 

544 

7,825 

28,  398 


237,  990         228,  360 


218,240  i  111,802  j       106,438 

82,970  ;  43,600  39,370 

67,263  :.  33,390  33,873 


25,832  1 1  12,095 


72,045 


119,437 


1,544 

175 

4,517 

188 


1,856 

1,048 

4,760 

29,822 

75,  527 


37, 103 


63,052 


13,  737 


965 

100 
2,552  ; 
84  : 


34,  942 

56,385 

579 

75 

1,965 

104 


1,065 
527 

2,456 
15,  531 
39,  772 


791 

521 

2,  304 

14,  291 

35,  755 


b  Includes  253  pupils  in  Naval  Academy  at  Annapolis. 


50  EDUCATION. 

Tablk  5 — STATISTICS  OF  SCHOOLS,  CENSUS  OF  1880:  NUMBER  OF  PUPILS  ATTENDING  PUBLIC  COMMON  SCHOOLS. 


STATES  AND   TERRITORIES. 


The  United  States , 
North  Athintic  division 

Maine 

New  Hampshire 

Vermont 

Massachusetts 

Rhode  Island 

Connecticut 

New  Yorlc 

New  Jersey 

I*ennsylvania 

South  Atlantic  division.. 

Delaware 

Maryland 

District  of  Columbia 

^'irginia 

West  Virginia 

North  Carolina 

South  Carolina 

Georgia ■ 

Florida 

North  Central  division  . 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

Dakota 

Nebraska 

Kansas 

South  Central  division . . 

Kentucky 

Tennessee 

Alabama 

Mississippi 

l..ouisiana 

Texas 

Arkansa-s 

Western  division 

Montana 

Wyoming 

Colorado 

New  Mexico 

Arizona 

Utah 

Nevada 

Idaho 

Washington 

Oregon  

California 


Whole  num- 
ber. 


9, 951, 608 


2, 949, 904 


150, 
64, 
73, 

316, 
42, 

118, 
1,027, 

205, 

950, 


811 
670 
237 
6.30 
489 
589 
938 
240 
300 


1,239,053 

28,  412 
149,  981 

26,  439 
220,  733 
143, 796 
256,422 
134,  842 
237, 124 

43,304 

4,  089,  585 

752, 442 
512,  201 
704,  041 
362,  459 
299,  514 
186,544 
425,  665 
486,  002 
13, 718 
100,871 
246,128 

1,374,035 


292,427 
291,  500 
187, 550 
237,065 
81, 012 
176, 245 
108, 236 

299,031 


4,667 
2,907 

28,  252 
4,755 
4,212 

25,792 
8,918 
5,834 

14,  780 

:17,  437 
161, 477 


Total. 


Male 


9, 095, 485 


2, 927,  348 

150,  758 
64, 660 
73, 159 

316, 193 
42,454 

118, 232 
1, 022, 154 

201, 46.-) 

938,  275 

859,510 


24, 

123, 
18, 
152, 
139, 
161, 
61, 
150, 
27, 


178 
448 
472 
455 
690 
262 
832 
501 
672 


4, 030, 557 


740,  713 
504,231 
698,561 
360,822 
299, 023 
186,  515 
425, 160 
461, 956 
13, 677 
100, 661 
239, 238 

980,338 


263,507 
230, 130 
111,  889 
115,463 

46,370 
131, 610 

81,363 

297, 732 


4,621 

2,901 

27,  997 

4,755 

4,212 

25,  782 

8,901 

5,830 

14,644 

37,  430 

160,  659 


4, 690, 093 


1,486,145 

73, 522 
33  517 
37,  255 

156,  922 
21,465 
61,586 

516,  838 
99,961 

485,  07!) 

453,475 


Female. 


4, 405, 392 


12,839 
63,708 
9,200 
78, 757 
75,484 
87, 051 
32, 179 
80, 615 
13,642 

2, 085, 956 


389, 086 
266, 077 
360,  087 
180,  286 
155,  422 

93,  470 

216,  558 

240,  565 

7,016 

52,  847 
124,  .542 

511,  726 


135,  928 
119,  293 
60,660 
59,  749 
24,316 
68,  627 
43, 153 

152,  791 

2,  .386 
1,518 

13,  926 
2,  484 
2,104 

13,  569 
4,526 
3,028 
7,210 

19,  353 

82,687 


11, 
59, 
9, 
73, 
64, 
74, 
29, 


1,441,203 


77,  230 
31, 143 
35,904 
159, 271 
20, 989 
56,646 
.505,  316 
101,  502 
453, 106 

406,  035 


339 
740 
272 
698 
206 
211 
653 


127, 579 
110,  837 
51,  229 
55,714 
22,054 
«2, 989 
38, 210 

144,941 

2,235 
1, 383 

14. 071 
2,  271 
2,108 

12,213 
4,375 
2,802 
7,434 

18, 077 

77. 972 


14. 030  I 

1, 944, 601 

351, 627 
238, 154 
338, 474 
180,536 
143, 601 

93,045 

208,  602 

221,  391 

6,661 

47,  814 
1 14,  696 

468,612 


Total. 


856,123 


22,556 

53 

10 

78 

437 

35 

357 

5,784 

3,777 

12,025 

379,543 

2,234 
26, 533 

7,967 
68, 278 

4,106 
95,160 
73,  010 
86,  623 
15, 632 

59,028 

11,729 

7,970 

5,  480 

1,637 

491 

29 

505 

24.  046 

41 

210 

0,890 

393,  697 


28,920 
61,  370 
75,  661 
121,  602 
34,642 
44, 629 
26. 873 

1,299 

46 

6 

255 


10 

17 

4 

136 

7 
818 


Male. 


433,414 


11,256 

25 

4 

45 

211 

16 

164 

2,963 

1,895 

5,933 

191,119 

1,296 
13,  .521 

3,  599 
34,270 

2. 109 
47,725 
37,460 
43, 301 

7,778 

29,  251 

5,907 

4,009 

2,  652 

850 

252 

14 

242 

11,770 

16 

110 

3,429 

201, 151 


14,640 

30,  8£3 
40,  416 
60,  515 
17,574 
23,  097 
13,  426 

637 

19 

3 

109 


Female. 

422, 709 
11,300 

28 

6 

33 

22« 

19 

193 

2,821 

1.882 

6,  Ii92 

188,424 

938 
13,012 

4.368 
:14.  008 

1,  937 
47.  435 
35,  550 
43,  322 

7,  8,t4 

29,777 

5. 822 

3,961 

2, 828 

787 

239 

15 

263 

12,276 

25 

100 

3,461 

192,>546 


14,280 
30,487 
35, 245 
61,087 
17,008 
20, 932 
13, 447 


27 
146 


71 

3 

420 


8 
0 
2 
65 
4 
398 


INSTITUTIONS. 


ol 


Tabi.i:  6.  -SCMM.VKY  OK  SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  I'L'BLIC,  PRIVATE,  AND  PAROCHIAL,  BY  STATES  AND 

TERRITORIES 


[As  <)eri\uil  from  the  reports  of  schools.] 


STATES  AM)  TEKKITOUIES. 


Aggre- 
gate. 


White,  (a) 


Total. 


The  United  States  . . .  i    422, 929 


North  Atlantic  division 1    109, 793 


Maine 

New  Hampshire  . 

Vermont 

Massachusetts  -  - . 

Kliode  Island 

Connecticut 

New  York 

New  Jersey 

Pennsylvania 


Soutli  Atlantic  division 


North  Central  divi.sion 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa  

Missouri 

North  Dakota 

South  Dakota 

Nebraska 

Kansas 


Soutli  ('cntral  division  . 

Kentiicky    

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas  

Oklahoma 

-Vrkansas 


Western  divisitm . 


Montana 

Wyoming 

Colorado 

New  Mexi(;n. 

.Arizona 

Utah  

Nevada 

Idaho - . 

Alaska 

Washington 

Oregon 

California  . . . 


Delaware 

Mai^y  land 

District  of  Columbia. . . 

Virginia 

West  A'irginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 


G.  555 
3,550 
4,796 

13, 358 
1,768 
4,307 

39.609 
6,373 

29,477 

47,  930 


397,  715 
109,645 


814 
5,  361 
1,  314 
8,879 
5,813 
8,551 
5,082 
9,272 
2,844 

187,  617 


28, 424 
14,847 
26,  968 
17,502 
13,  864 
10,341 
28,  068 
16,  476 
2, 102 
4,692 
11, 183 
13, 149 

59. 185 

10,  702 

10,  415 

7,425 

8,467 

4,137 

12,453 

45 

5,541 

18,  404 


593 

343 

2,790 

673 

271 

1,001 

280 

422 

77 

1,844 

2,894 

7,21C 


6,555 
3,650 
4,796 

13,  351 
1,768 
4,307 

39.  575 
6,318 

29, 425 

37, 214 

718 
4,848 
1,041 
6,827 
5,630 
6,042 
3,330 
6,631 
2,149 

186, 676 


28, 
l*, 
26, 
17, 
13, 
10, 
28, 
15, 
2 
4, 
11, 
13, 


Male. 


Fe- 
■  !  male. 


137,656 


260,059 


45,777 


9,422 
8,497 
5,166 
5,206 
3,307 
9,884 
45 
4.250 

18, 403 


593 

343 

2,790 

673 

271 

1,  001 

280 

422 

77 

1,844 

2, 894 

7,215 


26,642 


1,626 
494 
671 

2,222 
285 
861 

8,707 

1,388 
10,388 

17,468 


217 
1,571 

349 
2,719 
3,499 
3,344 
1,378 
3,477 

914 

63,044 

12,  370 
7,497 
8,680 
4,306 
;i,  225 
2,921 
6,226 
7.161 
636 
1,437 
3,  221 
5,  364 

24,361 


83,003 


4.929 
3,056 
4.125 

11, 129 
1,483 
3,446 

30,868 
4,930 

19.  037 

19,746 


499 
3,277 

692 
4,108 
2, 131 
2,698 
1,952 
3,154 
1,235 

123,632 


Colored. 


Total.      Male. 


25,214  I    14,354 


148 


32 


34 
55 
52 

10, 716 


4,520 
5,068 
3,036 
2, 183 
1,139 
5,530 
27 
2,858 

6,141 

136 

83 
825 
362 

99 
420 

50 
187 

44 

753 

1.276 

1,906 


16,  013 

7,301 

18,  251 

13, 198 

10,639 

7,418 

21,842 

8,591 

1,466 

3,  255 

7  962 


21, 416 


98 

513 

273 

2,052 

183 

2,509 

1,752 

2,641 


941 


2 

724 


4,902 
3,429 
2,130 
3,023 
2,168 
4,354 
18 
1,392 

12.  262 

457 

260 

1,965 

311 

172 

581 

230 

235 

33 

1,091 

1,618 

5,309 


87 


13,408 


1,280 
1,918 
2,259 
3,261 
830 
2,569 


1,291 


13 
16 

5,716 


36 

218 

46 

960 

105 

1,501 

1,088 

1,358 

404 

400 

16 
21 
18 


307 


8,206 


813 
1.123 
1,481 
1,912 

539 
1,094 


844 


Fe- 
male. 


10,860 


118 


31 
42 
36 

5,000 


62 

295 

227 

1,092 

78 

1,008 

664 

1,283 

291 

541 


417 


5,202 


447 


Aggre- 
gate. 


14,373,670 


3,632,274 


151, 

72, 

"5, 

440, 

64, 

151, 

1, 246, 

286, 

1,144, 


1,954,407 


34,434 
212, 548 

45, 575 
364,948 
199,  706 
372,  646  i 
225,688 
400,835 

98, 027 

5, 618, 5»4 


903, 118 
554,685 
895, 151 
482, 492 
428, 694 
326, 420 
538,  576 
087,756 
38, 311 
82, 919 
257,  436 
423,  036 

2, 576,  on 


452, 285 
514, 051 
335,  782 
361,  977 
157,  420 
513, 039 
1,782 
239,  675 

592, 384 


18.683 

8,307 
73.  73S 
23, 620 

9,019 
47, 720 

7,980 
15,415 

1,777 

60,194 

69.605 

256, 328 


White,  (o) 


TotJil. 


12,  957,  468 


6,612,648 


3,  601, 398 


151,  372 

71,996 

74,  023 

437,  766 

63,  975 

150,  054 

1,  239,  227 

273,947 

1, 138, 138 

1, 333,  395 


1,813,223 


29,715 
175,123 

31, 240 
237, 689 
192, 912 
246,  349 
103, 132 
257,228 

60,  007 

5,557,240 


899,  018 
550,  234 
889,  449 
480,743 
428, 611 
326,  227 
537,  290 
654,  587 
38,  309 
82,  914 
256,683 
413, 181 

1,876,172 


395, 738 
407,  677 
212,  893 
175,  554 
102,  761 
401,  742 
1,781 
178,  026 


Male. 


6, 344, 820 


1,788,175 


74,  261 

37,  367 

38,  355 
218, 243 

32, 084 

75,  283 
622,  878 
135, 254 
579,498 

690, 636 


14, 703 

90,759 

15,544 

123, 526 

101, 326 

127, 883 

53,  322 

132,  973 

30,  600 

2,  857, 380 


467,  384 
283,  571 
456, 105 
245,271 
218,440 
168, 181 
274, 714 
334, 968 
20, 091 
43,  517 
132,  327 
212, 811 

950,108 


204,542 

211, 256 

108, 053 

89,  243 

52,  705 

190,  077 

896 

93,  336 


II 


589,257  ;i  301,301 


18,587 
8,294 

73,228 

23, 427 
9,018 

47,  713 
7,980 

15,415 
185 

60, 162 

69,  588 
255,660 


9,387 

4,156 

37, 169 

14,  440 

4,685 

24,  819 

3,874 

7,410 

94 

30,  Oil 

35, 347 

129, 909 


Fe- 
male. 


77,111 

34,  629 

36, 568 

219,  523 

31,  891 

74,  771 

616,  349 

138, 893 

558,  640 

642,  759 

15, 012 
84,364 
15,696 

114, 163 
91,586 

118,466 
49, 810 

124,255 
29, 407 

2, 699, 866 


431, 
266, 
433, 
235, 
210, 
158, 
262, 
319, 
18, 
39, 
124, 
200, 


926,084 


191, 196 

196,  421 

104,840 

86,311 

50,  056 

211.665 

885 

84,690 

287, 956 


Colored. 


Total. 


1,416,202 


9,200 

4,138 

36, 059 

8,987 

4.  333 

22.  894 

4,106 

8,005 

91 

30,  151 

34,241 

125, 751 


30,876 


119 

39 

109 

2,670 

252 

1,570 

7,027 

12,472 

6,618 

621,012 


4,719 

37,425 

14, 335 

127, 259 

6,794 

126,297 

122,556 

143, 607 

38, 020 

61,348 


4,100 

4,451 

5,702 

1,749 

83 

193 

1,286 

33, 169 

2 

5 

753 

9,855 


56,547 
106, 374 
122,  889 
186,  423 

54,  659 

111,297 

1 

61,649 

3, 127 


13 

508 

193 

1 

7 


683,407 


Male. 


15,024 


65 

24 

47 

1,306 

118 

750 

3,526 

5,970 

3,218 

295,551 


2,374 
18,600 

6,436 
59,423 

3,255 
59,680 
58, 785 
68,547 
18,451 

30,029 


2,035 

2,039 

2,819 

929 

45 

100 

636 

16, 324 

1 


Fe- 
male. 


732,795 


15,852 

.54 

15 

62 

1,364 

134 

820 

3,501 

6,502 

3,400 

325,461 


2,345 
18,825 

7,899 
67, 838 

3,539 
66,617 
63,  771 
75,060 
19,569 

31, 319 


345 
4,756 


341,201 


27, 353 
52,729 
59,  386 
91,  446 
27, 359 
51,  482 


31,446 


1,802 


2,085 

2,412 

2,8SS 

820 

38 

9:t 

650 

16,845. 

1 

5 

408 

5,099 

358,638 


61,592 

32 

17 

668 


53 
6 

247 

98 

1 

4 


845 

17 

6 

325 


29,194 
53,645 
83,503 
94,977 
27,300 
59,  815 

30,  203 

1,525 

43 

7 

261 

95 


747 
15 
11 

343 


a  luciudes  unsepiir;tted  c^dorcd. 


b  Native. 


52  EDUCATION. 

Table  7.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  STATES  AND  TERRITORIES. 


STATES   AND  TERRITORIES. 


The  United  Statea. 
Korth  Atlantic  division  . 

Haine 

New  Hampshire 

Term  on  t 

Massachusetts 

Rhode  Island 

Connecticut 

ISew  York 

New  Jersey 

Pennsylvania 

South  Atlantic  division 

Delaware 

Maryland 

District  of  Columbia 

Virginia 

West  Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 

North  Central  division 


Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

low; 

Missouri 

North  Dakota 

South  Dakota 

Nehraska 

Kansas 

South  Central  division 

Kentucky 

Tennessee 

Alahunia 

Mississippi 

Louisiana 

Texas 

Oklahoma  (6) 

Arkansas 

Western  division 

Montana 

Wyoming 

Colorado 

New  Mexico 

Arizona 

Utah 

Nevada 

Idatio 

Alaska 

Washington 

Oregon 

California 


a  luchules  unseparated  colored. 


b  Greer  county  only  (c-hiiiued  by  Texas). 


c  Native. 


INSTITUTIONS. 


53 


Tablk  8.— school  enrollment,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES. 

AI^ABAiriA. 

1880.  Populatiou 1, 262, 505.     Enrolled  in  public  common  schools 187,  5.jO 

1890.  Population 1,  513, 017.      Enrolled  in  public  common  schools 302,  949 

Gain  of  population 19.  84  per  cent.     Gain  of  enrollment  in  public  <onimon  schools 61.53  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  ALABAMA  FOK  THE  YEAR  ENDED  SEPTEMBKW  30,  1890. 


COUNTIES. 


Tho  state 

Atitaii^a 

IJaldwiu 

Barbour 

Bibb 

Blount 

Bullock 

liutlpr 

Calhoun 

Chambers 

Cherokee 

Chilton 

Choctaw 

Clarke 

Clay 

Cleburne 

Cofl'ee 

Colbert 

<_.'onecuh 

t'oosa 

Covington 

Crenshaw 

Cullman 

Dale 

Dallas 

Dekalb 

Elmore 

Escambia 

Etowah 

Fayette 

Franklin 

Geneva 

Greeno 

Hale 

Henry 

Jackson 

Jefferson 

Lamar 

liauderdate 

Lawrence 

Lee 

Limestone 

Lowndes 

M.aoon 

Madison 

Marengo 

Marion 

Marshall 

Mobile 

Monroe 

Montgomery  ... 

Morgan 

Perry 

Pickens 

Pike 

Randolph 

Russell 

St.  (nair 

Shelby 

Sumter 

Talladega 

Tallapoosa 

Tuscaloosa 

Walker 

Washington 

Wilcox 

Winston 


Colored. 

Fe- 
male. 

Total. 

Male. 

91, 570 

118, 1B5 

56,343 

441 

1,544 

744  I 

327 

587 

286  i 

1,3«0 

4,210 

2,054  ! 

l,08(i 

797 

389  ' 

2.519 

234 

114  ; 

«30 

4,347 

!        2, 120 

1.098 

2,393 

1.167 

1,  :i7« 

1,027 

501 

1,028 

3,196 

1.559 

2,114 

597 

291 

1,133 

523 

!            255  1 

088 

1,902 

928 

1,880 

192 

94 

2,  073 

564 

275 

1,754 

234 

114 

1,259 

.546 

266 

1,242 

1,232 

806 

705 

1,480 

722 

1,417 

1,655 

807 

1,055 

165 

80 

1,777 

1,096 

535  ' 

1,749 

6 

3  ; 

1,731 

865 

422 

005 : 

4,330 

2,112 

3,311  ! 

76 

37 

1,068 

2,206 

1,076 

712 

456 

222 

2.185 

639 

303 

1,427 

522 

255 

1,392  1 

275 

134 

896 

236 

115 

225  i 

2,916 

1,422 

441  1 

4,348  : 

2, 121 

1,989  : 

2,  104 

1,026 

2.551  1 

831  , 

405  ; 

4,842  ' 

3,901 

1,854 

1.403  1 

671 

327 

1,751   ' 

1,702  1 

830 

927  ; 

1.884 

919  ' 

1,505 

1,780 

868 

1,2;)5 

2.  135 

1,041 

297 

3,297 

1.008 

332 

2.94:) 

1,460 

1,450 

2,829 

1.282 

647  , 

2.780 

1,356 

1.772 

174 

85 

2.603 

374  ! 

182 

2,286 

2,  356  ' 

885 

879 

2,502 

1,220 

981  : 

5,166 

2,520 

1 ,  800 

1,  298  i 

617 

046 

3.  277 

1,.599 

935 

1,897 

925 

1,356 : 

1,414 

692 

1,933  , 

1,345 

656 

628 

3.854 

1.880 

1,679 

726 

354 

1,350 

1,289 

633 

565 

4.383 

2, 138 

1,496 

3,165 

1,544 

2,168 

2,178 

1,062 

1,934  ' 

2,413 

1,177 

2,  284 

284 

139 

260 

538 

262 

684  ' 

5,469 

2,668 

972 

54 


EDUCATION. 


Tablk  8.- .school  EMv'Ol.LMENT,  CENSUS  OF  1890:  PUBLIC  COMMOX  SCHOOLS,  BY  COUNTIES-Contiuued. 
PUBLIC  COMMON  SCHOOLS  OF  ALASKA  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


TEACHERS. 

rip[i.s. 

TERKITORY. 

Aggre. 
gate. 

White. 

Colored. 

1     Aeigre- 
gate. 

White. 

i                    Native. 

Total. 

^«-  II;. 

Total. 

] 

Male. 

Fe- 
male. 

Total. 
162 

I 

:     Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total 

23 

23 

9            14 

899 

'              81 

81 

737 

;           385 

352 

ARIXO.-VA. 


1880.  Population 40,440.     Enrolled  in  ptiblic  common  schools 4,212 

1890.  Population  59,  620.     Enrolled  in  public  common  .schools 7, 989 

Gain  of  pojiulation 47. 43  per  cent.     Gain  of  enrollment  in  public  common  scliools 89. 67  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  ARIZONA  FOR  THi:  YEAR  ENDED  .lUNE  30,  1890. 


TEACHERS. 

PLPIL.S. 

COUNTIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

7,989 

White. 

Colored. 

Total. 

240 

21 
27 
17 
19 
50 

9 

32 

14 

44 

7 

Male. 
93 

Fe-     ^ 
male. 

"^14^1 

Total. 

Male. 

Fe- 
male. 

.     Total 
7,989 

Male. 

Fe- 
male. 

!     Total. 

Male. 

Fe- 
male. 

The  Territory 

240 

4,320 

3,6C9 

1       

21 

27 
17 
19 
50 

9 
32 
14 
44 

7 

11 

10 
9 
12 
U 

2 
11 

3 
20 

1 

10 : 

17 

H 

7 

36 

7  ; 

21 

11 

24 

«1 

1 

1,057 
949 
371 
671 

1,796 

128 
1,414 

411 
1,036 

166 

1,057 
949 
371 
671 

1,796 

128 

1, 414 

411 

'           1, 036 

156 

537 

.5!!n 

514              435 
19ti               175 
360              311 
934              862 

60               68 
840  ;            574 
244               167 
535              ,501 
100                5« 



Gila 

Pima 

Pinal                    



ARKAIVNA!i(. 

1880.  Population 802, 525.     Enrolled  in  public  cotnmon  schools 108,  236 

1890.  Population 1,  128, 179.     Enrolled  in  public  common  schools 223,  071 

Gain  of  population 40.58  per  cent.     Gain  of  enroUmcnt  in  ])ublic  common  scliools 10(!.  10  jier  cent. 

I'UBLIC  COMMON  SCHOOLS  OF  ARKANSAS  FOR  THE  YEAR  ENDED  JINK  30,1890. 


TE.\CHER8. 

PUPILS- 

CODNTIES. 

Aggre- 
gate. 

White. 

C<dored. 

Aggre- 
gate. 

While. 

Ci.lorwl. 

Total. 

Male. 
2,620 

Fe- 
male. 

Total. 

Hale. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

77, 776 

Total. 

Male. 

30, 345 

193 

437 

Fe- 
male. 

The  State 

5,016 

3,770 

1,150 

1,246 

817 

429 

223,071 

163,603 

85,827 

59,468 

29,123 

58 
37 
48 
85 
69 

83 
46 
50 
29 
67 

43 
38 
35 
.54 
76 

47 
13 
48 
85 
69 

64 
34 
49 
13 
46 

43 
37 
23 
8 
42 

29 
11 
36 
B3 
40 

16 
31 
29 
6 
32 

32 
28 
23 
7 
33 

18 

ll 
22 
29 

48 
3 

20 
7 

14 

11 
9 

i' 

9 

all 
24 

6 

20 

5 
4 

1,771 
1,891 
1.536 
4,840 
.3,348 

2,056 
2,019 
2,909 
1,569 
3,043 

2,002 
1.429 
1,858 
2, 822 
3,907 

1.396 

994 

1,536 

4,840 
3,  318 

1,327 
1,225 
2,895 
112 
2,049 

2,002 
1,416 
1,245 
1,!566 
2, 158  ' 

743 

231 

864 

2,480 

1,759 

759 
685 

1,499 
53 

1,044 

1,084 
749 
694 
814 

1,  101 

653 

763 

872 

2,360 

1,559 

568 
510 

1,396 
59 

1,005 

918 
667 
551 
752 
1,037 

375 
897 

182 

A>*hl('V                            .     •     - 

460 

Kaxicr  (b\ 

30 

729 

794 

14 

1,457 

<)94 

11 

331 
415 
9 
778 
583 

19 

Bradley 

19 
12 
1 
16 
21 

17 

7 

1 

14 

15 

2 
5 

i' 

6 

398 
379 

Carroll 

Chicot 

879 

Clark 

411 

Clay 

Cleoume  

1 

12 

46 

a34 

1 

8 

38 

22 

4 

8 
12 

13 

613 

1.258 

1,749 

4 
310 
672 

9 

3o:i 

584 

Conway 

»U 

a  Estimated. 


h  Se\'  of  tcacliors  Iiasod  on  report  of  1889. 


INSTITUTIONS. 


55 


Table  8.— SCHOOL  EXROLLMENT,  CENSUS  OF  1890:   PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES-Contiuued. 

ARKAnrS  AS— Continued. 


coimriEs. 


Craighead . . 
Crawford. . 
Crittenden 
Cross  (a)  . ,, 
Dallas 


Desha 

Drew 

Faulkner. 
Franklin. 
Fulton  . . . 


Garland 

Grant 

(Treer.e 

Ili'inpstead. 
Hot  Spring . 


Howard 

Independence. . 

Izard 

.Jackson 

Jeflerson  (c)  ... 


Johnson 

Lafayette 

Lawrence  (a)  - 

Lee 

Lincoln-^ 


Little  Kiver. 

Logan 

Lonoke 

Madison 

Marion 


Miller 

Mississippi  (d) 

Monroe 

Montgomery  . 
Nevada  


Newton  . . 
Ouachita . 

Perry 

Phillips . . 
Pike 


Poinsett 

Polk 

Pope 

Prairie 

Pulaski  (el . 

Kandolph  . . 
St.  Francis . 

Saline 

Scott 

Searcy  


Sebastian . 

Sevier 

Sharp  

Stone 

Union  (g) 


Van  Buren  (e) . 
Washington . . . 

White 

Woo<hutr 

Yell 


TEACHERS. 


Aggre- 
I   gate. 


100 
26 
48 
49 

53 
90 
73 
124 
48 

54  i 
44  ! 
58  < 
120  I 
64 

62 
84 
.55 
72 
138 

97 

18 

52 

100 

87 

HI 
92 
75  i 
80 
50  I 

54 
22 
47 
22 

74  I 

I 

41 
84 
40 
174 
34 

22 

40 
117 

59 
161 

65 
44 

72 
51 
^3 

131 
46 
35 


35 
164 
134 
46 
64 


White. 


TotaL 


17 

40 
107 

35 
107 

64 
5 
60 
51 
43 

102 

42 

35 

24 
111  i 

35  ! 
159  I 
115  ; 

27 

54 


Male. 


46 

37 

88 

71 

5 

3 

26 

16 

37 

33 

32 

28  1 

51 

27 

.58 

45  : 

120 

102  1 

48 

46 

45 

25 

37 

34 

55 

48 

72 

55 

61 

47 

.52 

47 

74 

58 

51 

45 

42 

31 

38 

20 

97 

69 

6 

5 

44 

22 

67 

13 

55 

17 

66 

21 

85 

67 

31 

24 

80 

53  ; 

50 

22  1 

1 

19 

19 
10 

12 

22 

19 

22 

18 

44 

32 

41 

33 

46 

32  ! 

35 

31 

24 

6 

32 

30 

Fe- 
male. 


14 

3 

37 

3 

84 

23 

23 

12 

65 

42 

22 

42 

5 

40 

20 

33 

18 

40 

3 

52 

50 

29 

13 

33 

2 

21 

3 

78 

33 

20 

15 

111 

48 

78 

37 

16 

11 

42 

12 

Colored. 


Total. 


3 
12 
21 
622 
12 


Male. 


9 

7 

1 

648 

3 

10 
10 
4 

30 
6100 


12 

8 

33 

32 

15  : 

44 


35 

610 

25 


630 


38 

5 

6150 

2| 


10 
24 
54 

1 

639 

12 


629 
4 


5 

19 

19 

610 


Fe- 
male. 


7  ; 

1  ! 

40  I 
3 

10 

7 


52 


8  ! 
28 
23 

13 

7 

27 


20 


10 


7 

1 

113  ! 


14 
5 


Aggre- 
gate. 


2,492 
3,619 
1,735 
271 
2,097 

1,334 
3,770 
3,867 
6,073 
2,132 

2,978 
1,811 
2.860 
5, 143 
2,905 

2,878 
3,  8J6 
2,288 
3,565 
8,684 

3,986 
1,698 
1,805 
3,519 
2,163 

1,930 
3,  827 
3,150 
4,925 
1,343 

2,266 

1,511 

2,752 

870 

c3.  896 

2,094 
3,081 
1,152 
4,828 
1,559 

775 
1,879 
4,581 
2,716 
9, 16U 

.fl,  392 
1,795 
2.503 
3,030 
2,113 

8,900 
2,035 
2,266 
1,  261 
3,765 

/2,  376 
7,281 
5,539 
2,565 
3,470 


White. 


Total. 


2,395 

3, 276 

121 

146 

1,213 

269 
1,891 
3,203 
5,937 
2,114 

2,474 
1,625 
2,837 
2,795 
2,670 

2,285 
3, 438 
2,230 
2,458 
1,993 

3,856 
885 

1,521 
787 

1,008 

1,044 
3,531 
1,769 
4,925 
1,343 

1,020 
868 
910 
870 

2,869 

2,094 

1,450 

1,006 

941 

1,438 

712 
1,863 
4,080 
1,655 
4,477 

1,306 
725 
2,136 
3,  030 
2,113 

7,928 
1,879 
2,155 
1,183 
2,242 

2,360 
7,054 
4,858 
1,043 
3,216 


Male. 


1,340 

1,305  : 

60 

84 

627 

137 

949 

1,684 

3, 140 

1,175 

1,291 
884 

1,  523 
1,503 
1,447 

1,221 
1,834 
1,237 
1,319 
989 

1,964 
509 
826 
419 
524 

526 
1,930 

953 
2,582 

746 

502 
426 

478 

476 

1,567 

1,146  i 
756 
527 
481 

785 

378 
1,000 
2,445 

894 
2,233 

684 

379 

1,118 

1,602 

1,140 

3,822 
979 

1,135 
664 

1,171 

61,200 
3,587 

2,  526 
559 

1, 820 


Fe- 
male. 


1,055 

1,971 

61 

62 

586 

132 

942 

1,519 

2,  797 

939 

1,183 
741 
L314 
1,292 
1,  223 

1,064 
1,604 
993 
1,139 
1,004 

1,892 
376 
695 
388 

484 

518 
1.6J1  ] 

816 
2.343  i 

.597  : 

458 
440 
438 
394 
1,302 

948 
694 
479 
460 
653 

334 

863 
1,635 

761 
2,244 

022 

346 

1,018 

1,428 

973 

4,106 
9U0 

1,0M 
519 

1,071 


1,180 
3,467 
2,332 
484 
1,396 


Colored. 


Total. 


97 

343 

1,614 

125 

884 

1,065 

1,879 

664 

138 

18 

504 

186 

23 

2,348 

235 

.593 

368 

58 

1,107 


130 

813 

284 

2,732 

1,155 

892 

296 

1,381 


1,246 

645 

1,  836 


1,027 


1,  631 
146 

3,887 
121 

63 

16 

501 

1.061 

4,683 


1,070 
367 


972 

156 

111 

78 

1,523 

18 

227 

681 

1, 522 

254 


Male. 


Fe- 
male. 


50 
221 
765 

55 

427 

571 

929 

320 

67 

9 

247 
98 
10  j 
1,187  I 

1,0  i 

287  I 

206  i 

31 

558 

3,404 


437 

156 

1,548 

603 

437 
155 
755 


633 
341 
983 


512 


273 

550 

2, 197 

40  1 
547  i 
174 


456 
73 
54 

78 
785 

9 

94 

346 

748 

130 


47 
122 

849 

70 

457 

494 

950 

344 

69 

9 

257 

90 

13 

1,161 

125 

30H 

162 

27 

549 

3,287 

62 

376 

128 

1,184 

552 

455 
141 
626 


013 
304 

853 


515 


809 

822 

86 

80 

953 

1,934 

58 

63 

20 

7 

228 

511 

.486 

46 
523 
193 


516 
83 
57 


738 


133 
335 
774 
124 


a  Teachers  from  report  for  1889. 
6  Estimated. 


c  Report  for  1889. 
dKeport  for  1887. 


e  Sex  of  teachers  based  on  reiHirt  for 
/  Report  for  1888. 


g  Race  of  tcacherw  not  known. 


56 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

C'AI.IFORIVIA. 

1880.  Population 864,  G94.     KnroUeil  in  public  common  schools 161,477 

1890.  Population 1,208,  130.     Enrolled  in  public  common  schools 221,  756 

Gain  of  population 39.72  per  cent.     Gain  of  enrollment  in  public  common  schools 37,33  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  CALIFORNIA  FOR  THE  YEAR  ENDED  .JUNE  30,  1890. 


1 

TEAOHBBS.                                                         1 

PUPILS. 

COUNTIES. 

i 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

Whlt«.  (a) 

Colored. 

1 
Total. 

Male. 

Fe- 
male. 

Totol. 

>^ale.  1  ^.  1 

Total. 

Hale. 

re- 
male. 

Total. 

Male. 
301 

Fe- 
male. 

The  state         

5,434 

5,434 

1,162 

4,272 

1 

221, 756 

221,160 

113,763 

107,397 

598 

295 

] 

315 

4 
71 
104 
55 

86 
70 
13 
60 
162 

123 
13 
51 
50 
33 

:i9l 
47 
34 

103 
46 

■it 

110 
76 
81 

70 
69 
30 
173 
51 

118 
199 
859 
134 
112 

51 
82 

188 
B7 

100 

28 
68 
93 
194 
88 

42 

76 

18 

147 

36 
57 
76 
52 

315 
4 

71 
104 

55 

88 
70 
13 
60 
162 

123 
13 
51 
50 
33 

391 
47 
34 

103 
46 

38 

10 

110 

76 
81 

70 
69 
30 
173 
51 

118 
199 
859 
134 
112 

51 
82 

188 
97 

100 

28 
68 
93 
194 
68 

42 

76 

18 

147 

36 
57 
76 
52 

47 

is' 

26 
14 

36 
13 
5 
20 
50 

47 
7 

16 
7 

13 

76 
10 
12 
34 
14 

15 
3 
17 
17 
24 

27 
18 
10 
16 
14 

28 
36 
65 
33 
22 

10 
21 
29 
13 
31 

11 
37 
18 
31 
18 

18 
10 
4 
50 

4 
14 
17 
16 

268 

4 
53 
78 
41 

50  ' 
57 
8 
40 
112 

76 

6 

35 

43 

20  : 

315 
37 
22  i 
69 
32 

23 

7 
93  1 
59 
57 

43  i 
51 
20 
157 
37 

90 
163 
794 
101 

90  i 

41 
61 
159 
84 
69 

17 
31 
75 
163 
.50 

24 
86 
14 
97 

32 
43 
.59 
36 

1 

1 

17, 797 

79 

2,330 

3,803 

1,924 

2.872 

2,  873 

448 

1.722 

«,  010 

:\  080 

554 
1.549 

1,  568 
930 

19,068 

1.575 

829 

3,986 

:.356 

1,176 

285 

3,701 

2,  982 

3,  .304 

3,  451 
2,526 

936 
6,534 
l,60e 

4,  916 
6,908 

42, 926 
5,809 
3.845 

1,864 
3,618 
8,577 
4,088 
3,228 

887 
2,289 
3,881 
6,840 
2,051 

1,2.53 

2,275 

535 

5,387 

1,329 
2,244 
2,820 
1,724 

17,704 

79 

2,330 

3,803 

1,924 

2,872 
2,873 
446 
1,722 
6,010 

.-),  080 

554 

l..-)49 

1,568 

930 

18,885 

1,575 

829 

3,986 

1,358 

1.176 
265 
3,701 
2,982 
3,304 

3,451 
2.526 
936 
6,534 
1,606 

4,916 
6,830 
42,  706 
5,609 
3,845 

1,864 
3,648 
8,  555 
4.088 
3, 228 

887 
2,289 
3,681 
6,840 
2,051 

1,253 

2,275 

535 

5,387 

1,329 
2,244 
2,820 
1,724 

9,248 

39 

1,157 

1,930 

965 

1,486 

1.477 
221 
862 

3,044 

2,635 
279 
739 
788 
468 

1),557 
825 
423 

2.036 
709 

599 

133 

1,953 

1,489 

1,694 

1,768 
1,307 

471 
3,208 

803 

2,552 
3,387 
22, 673 
2,748 
2,031 

975 
1,848 
4,401 
2.059 
1,642 

445 
1,172 
1,994 
3,499 
1,029 

626 
1,133 

244 
2,844 

663 
1,195 
1,427 

871 

8,456 

40 

1,173 

1,873 

959 

1,386 

1,396 

225 

860 

2,966 

2,445 

275 
810 
782 
484 

9,328 
750 
408 

1,950 
647 

577 

132 

1,748 

1,493 

1,  810 

1,685 
1,219 

465 
3,326 

803 

2,364 
3,  443 
20,  033 
2,863 
1,814 

889 
1,800 
4,151 
2,029 
1,588 

442 

1,117 
1,687 
3,341 
1,022 

627 
1,142 

291 
2.543 

666 
1,049 
1,393 

853 

93 

51 

42 

, 

jJutto            

1 

1 

i 

Del  Norte           



:'.■ 

Lak*^           

183 

91 

92 

:::;:::; 

::::;::; 









78 
220 

44 

108 

:J4 



irj 

22 

7 

15 

Shasta 

Siskiyon 

Trinity 



Tuolumne 



Yolo 



;;;;;;;; 

a  Includes  unseijarated  colored. 


INSTITUTIONS. 


57 


Tabi-k  8.— school  enrollment,  CENSUS  OE  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

OOI.ORADO. 


1880.  I'opuliition 194,327. 

1890.  I'oimliitioii 412,198. 

Gain  of  population 112. 12  per  cent. 


Enrolled  iu  public  common  schools 28,  252 

Eniollcd  in  public  common  schools 6.5,490 

Gain  of  enrollment  in  public  common  schools 131.81  per  cent. 


PUBLIC  COMMON  SCHOOLS  OK  COLORADO  FOR  THE  YEAR  ENDED  .JUNE  30,  1890. 


TEACIIKRS. 

- 

COUNTIES. 

Aggre. 
gate 

2,376 

363 
6 

45 
14 

117 

47 
9 
.35 
44 
29 

29 
24 
2 
36 
15 

26 
132 
59 
38 
31 

5 
36 

3 
42 

57 

29 
68 
25 
33 
76 

69  ; 
9 
.55  ' 
19 
20  , 

21 
18  ' 
16 
22 
32 

80 
30 
29 
133 
11 

27 

20 

42 

2 

.'> 

40 
11 
51 

no 

49  ' 

White. 

Fe- 
male. 

1,754 

26 
13 
94 

42 
4 
29 
22 
12 

12 
14 
I 
27 
14 

18 
113 
40 
35 
25 

5 

33 

1 

27 
48 

19 
41 
24 
26 

58 

43 
9 
33 
12 
10 

'2 
14 
11 
15 
19 

.54 
28 
19 
105 
10 

14 
16 

27 
2 
4 

28 
11 
34 
72 
30 

(-olorcd. 

Total. 
2,376 

Hale. 

622 

66 
4 

19 
1 

23 

5 
5 
6 
22 
17 

17 
10 

1 
9 

1 

8 
19 
19 
3 
6 

3' 

2 
15 
9 

10 
27 

1 
7 
18 

26 

22' 

7 
10 

9 
4 
5 
7 
13 

26 

1? 
28 

1 

'I 
15 

i 
12 

n' 

18 
19 

Total. 

Male. 

.Ai!};ic 
Pj,               gati'. 

male. 

C5,490 



363 
6 

45 

14 

i        117 

!          47 

;      3^ 

29 
24 
2 
36 
15 

2« 
132 
59 
38 
31 

5] 
30 

3  i 
42 
57 

29  , 

68  '■ 

25  ; 

33 
76 

69 
9 
55  ' 
19 
20 

21 
18  i 
16 
22 
32 

80 
30 
29 
133 
11 

27 

20 

42 

2 

flO 
49 

17,406 

Baca      

H08 

Bent 

360 
3,  330 

1   V'l 

Chaffee 

127 

I 

Couejos 

' 

1  933 

(574 

Custer 

Delta 

..     ..     1- 

354 

73 

612 

305 

371 
3.450 
2,069 

750 
1,184 

59 

676 

115 

1,350 

1,,t48 

411 
641 

1,309 
745 

2,272 

1,844 
109 
873 
691 
366 

Eagfe 

Elbert 

Ei  Paso  

::::::; 

1 

i : 

Grand 

1 

1              , 

Jefferson 

Lake 

La  Plata 

Laa  Auiinas 

[ 

1              i 

::;:;;::i::;:;;;:i 

Montezuma 

i 



1 

746 

Morgan 

315 

Otero 

497 

._ 

.586 

Park 

497 

Phillips 

777 

Pitkin 

1                   : 

1,100 
.535 

3,  6.57 
153 

817 

ProwerH 

!....        i 

Pueblo 

i 

Routt 

1 

:i.38 

Sa"uaclie 

. 

651 

109 

1 

109 
313 

Sedgwick 

i 

:;;;;;::i::::::::i 

416 

602 

Weld 

::::::;:i':::""1 

2  568 

Tuma 

1                 ! 

r)73 

!                 j 

White,  (a) 


Total. 


65,009 


17. 042 
9) 

698 

im 

3,  ;i3u 

1.121 

127 

1,314 

1,933 

674 

683 

.554  ; 

73 
612 
305 

371 
3,450 
2,069 

750 
1.184 

.■)9 

676 

115 

1,350 

1,548 

411 
641 

1.241 
745 

2.  272 

1.844 
109 
873 
691 
366 

746 
315 
497 
.586 
497 


1,100 
535 

3,608 
153 

817 
338 
651 
109 
IU9 

313 
416 
602 
■J.  .568 
573 


Male. 


33,215 


Fe- 
male. 


31,794 


8.849 

69 

390 

196 

1.651 

576 

60 

637 

1.097 

4114 

340 
284 
42 
290 
156  I 
i 

198  I 
1.724 
1,039 
367  i 
586 

27  I 
338 

55 
736 
793 

224 
329 
621 
395 
1,184 

993 
60 
4.52 
346 
192 


146 

262  1 

284 

246 

416 
505 

247  I 

1,787  I 

78 

448  ' 

204  i 

358  1 

35  I 

60 

146 
211 
303 
1.296 
265 


30 

308 

173 

1,679 

545 
67 
677 
836 
270 

343 
270 
31 
322 
149 

173 

1.726 

1,030 

383 

598 


Colored. 


Total. 


481 


364 


32 
338 

60 
614 
755 

187 
312 
620 
350 
1,088 

851 

49 

421 

345 
174 

.348  i  - 

169  I;- 

2.35  I'- 

302  |i. 

251  !!. 

361  ■ 

595  I 

288  1 

1,821  ' 

75  : 


134 


1. 


•^1 
49 

167 
205 
299 
1,272 
308  I 


Male. 


172 


Fe- 
male. 


192 


40 


28 


23 


26 


o  liirhidcs  inisi-parated  colonMl. 


58 


EDUCATION. 


Taisle  8.— Sl'llOoi.  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

rOlVlXECTIfJlT. 

1880.  Population 622,  700.     Enrolled  in  public  common  schools 118,  589 

1890.  Population 746,  258.     Enrolled  in  public  common  schools 126,  505 

Gain  of  population 19.84  p<  r  cent.     Gain  of  enrollment  in  public  common  schools 6.68  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  CONNECTICUT  FOR    THE  YEAR  ENDED  JULY   14,  1890. 


The  State  . 


Fairtield  . . 
Hartford  . . 
l.itchHi^ld  . 
-Middlo.ses. 


New  Havtii . . 
New  London  - 
Tolland 

Windham 


Agjire- 
gate. 


Total. 


■I 


3,226  h    3,226 


550 
Oil 

333 
168 

816 
389 
153 
206 


550 
611 
333 
168 

816 
380 
153 
206 


White. 


Male. 


a460 


Fe 
male. 


a2,766 


Colored 


Total. 


482 
527 
267 

147  il. 

ii 

752  jL 

313  !|. 

126  j;. 

152  :  , 


Male. 


;     Fc- 
i  male. 


Aggre- 
gate. 


126,505 


23,350 

24,165 

10,640 

6,0S6 

36, 719 
14,017 

4,476 
7, 1182 


Total. 


124,949 


23,  021 

23.995 

10,485 

6.037 

36,082  i 
13,862 
4,452 
7,015 


Wbitu. 


Male. 


62,208 


11,619 
11,  972 

5,303 
3,125 

18,  291 
6,074 
2,198 
3,  626 


Fe- 
male 


62,  741 

11,402 
12,  023 

5,182 
2,912 

17,  791 
7,788 
2,254 
3.389 


Colored. 

Total. 

Male. 
738 

1.556 

329 

147 

170 

81 

155 

77  1 

19 

10 

637 

,            S07  ! 

155 

S              74  i 

24 

1              11 

67 

31 

Fe- 
male. 


£18 

182 

89 

78 
9 

3.S0 
81 
13 
30 


»EI>A\VARR. 


1880.  Population 146,608.     Kurolled  iu  public  common  schools 26,412 

1890.  Popul.ition 168,  493.     Enrolled  in  public  common  schools 31,  434 

Gain  of  population 14.  93  ])er  cent.     Gain  of  enrollment  in  public  common  schools 19.  01  )ier  cent. 

PUBLIC  COMMON  SCHOOLS  OF  DELAWARE  FOR  THE  YEAR  ENDED  .lUNE  30,  1890. 


TEACHERS. 

PCPILS. 

COlWTItS. 

Aggre. 
gate. 

701 

163 

309  i 
229  ' 

White. 

Colored. 

Aggre- 
gate. 

White. 

! 

Total. 
4,  656 

f'olored. 

Total. 
605 

Male. 

Fe- 
male. 

Total. 

96 

30 
38 
28 

Male. 

Fe- 
male. 

Total. 

^■"'-           nlale. 

Male. 

Fe- 
male. 

rhi-  state 

187 

418 

36 

60 

31, 434 

26,778 

13, 228 

2.  B4B 
(1,462 
:',  820 

13.550 

3.078 
C,  620 
3,852 

2,348 

2,308 

Kent                              

133 

271 
201 

40 

18 
,29 

93 

253 

72 

16 
5 
15 

14 
33 
13 

7,52.5 
15, 105 
8.8U4 

6,024 
13,  082 
7,672 

1,501 
2.023 
1.132 

780 

1. 005 

563 

1 

721 

Newcastle 

1,018 
569 

DliSITRICT  OF  «:OI.l'lflBIA. 

1880.  Population  177,624.     Enrolled  in  public  conmion  schools 26,439 

1890.  Population   230,  .392.     Enrolled  in  public  common  schools 36,  906 

Gain  of  poi>nlatioii  29.  71  per  cent.     Gain  of  enrollment  in  public  common  schools 39.  .59  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  THE  DISTRICT  OF  COLUMBIA  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


TEACHERS. 

i-OPius. 

DISTRICT. 

Aggre- 
gate. 

White. 

Colored. 

1 

Aggre-     1 
gate. 

White. 

Colored. 

Total. 

Male, 

Fe- 
male. 

Total. 
250 

Male. 

Fe- 
male. 

Total.      ]     Male. 

Fe- 
male. 

Total. 

«a'e-        Ia%. 

Total 

745 

495 

60 

435 

32 

i 

218 

36,906 

23,574    ;       11,458 

12, 116 

13, 332 

1 

1 
5,853  :       7,479 

a  Winter  tiTiii. 


INSTITUTIONS. 


59 


Tabif.  8.— school  enrollment,  census  OF  1890:  PIBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continned. 

FI^ORIDA. 

1880.  Population  269, 493.     Enrolled  in  public  louiuioii  schools 43, 304 

1890.  Population .391,  122.     Enrolled  in  pul>lic  connuon  scliools 91,  188 

Uain  of  population 45.  24  per  cent.     Gain  of  enrollment  in  public  couniion  schools 110. 58  per  ceut. 

PUBLIC  COMMON  SCHOOLS  OF  FLORIDA  FOR  THE  YEAR  ENDED  SEPTEMBER  30,  1890. 


The  State  . 


Alachua  (a)  . 

Baker . . 

lirsdloid 

Brevanl 

(Jalhoun  (a) 


Citnus 

Clay 

Columbia 

Dado 

De  Soto  . . 


Duval 

E8c.'iml)ia  ... 
Franklin  (b). 

Gadsden 

Hamilton  ... 


Hernando  (a). 

Hiilsboro 

Holmes  (a) .  - . 

Jackson 

•Jeti'erson  (c) .. 


Lafayette  . 

Lake 

Lee 

Leon 

Levy 


Liberty  . . 
Madison  . 
Manatee  . 
Marion- . . 
Monroe  . . 


Kassau 

Orange 

Osceola  (a)  . 

Pasco  

Polk 


Putnam 

St,  John.... 
Santa  Kosa. 

Sumter 

Suwannee.. 


Taylor 

Yolusia 

Wakulla  .... 

Walton 

Washington 


Aggre- 
gate. 


2,577 


132 

29 
BO 
46 
22 

33 
56 
78 
9 
55 

133 
74 
11 
81 


38 
135 
25 


41 

112 

84 
50 
50 
46 
75 

22 
72 
29 
47 
39 


Total. 


White. 


Male. 


1,907 


14 
28 
42 

6 
42 
37 

87 
17 

47 
74 
24 
40 
107 

37  i 
42  i 
30 
50 

21 
57 
20 
43 
31 


844 


Fe- 
male. 


1,063 


14  i 
21  I 
17 

3  ! 
40  : 
1 
13 
12 

3 
10 
17 


39 

18 
27 
18 

30 

26 

6 

10 
20 

3 

23 

23 

31 

4 

19  I 
25 
11  I 
23 
27 

23 
6 
20 
16 
35 

10  I 

22 

14 

35 

14 


Colored. 


41 

4 

)9 

31 

9 

16 
26 
32 
6 
14 

62 
30 
4 
30 
31 

10 
35 
22 
25 
26 

11 

31 

8 

18 
22 

3 
19 
14 
56 
13 


Total. 


670 


34  1 

31 

22 

20 

15 

11 

35 

6 

8 
17 


Male. 


28 

22 

49 

19 

13 

1 

17 

1 

80 

5 

27 
13 
8 
10 
25 

1 

15  V- 
9 

4  ;; 

8  !i 


394 


Fe- 
male. 


276 


23 


Aggre- 
gate. 


26 

6  1i 


13 
9 


1 

1 

4 

20 

7 

3 

10 

4 

4 

4 

6 

21 

4 

1 

9 

6 

8 

1 

1 

3 

8 

91,188 


5,843 

1,069 

2  338 

687 

680 

572 
1.237 
3.053 

170 
1,615 

4,186 
3,380 
592 
3,190 
1,949 

661 

2,777 
1,304  ; 
4,291  ; 
4, 018  1 

928 
2,  237 

263 
3,789 
1,814 

328 
3,676 

812 
5,085 
1,455  I 

2, 126  j 

2,  615  ; 

829  ; 

1, 175  I 

2,427 : 

2.682  ' 
1, 365  ' 
2,384  ; 
1,417 
3,035  i 
I 

773 
2.069 

725 
1,782 
1,765 


Whiti'. 


Total. 


54,811 


Male. 


499 

994 
1,638 

170 
1,597 

1,720 
1,997 
375 
1,088 
1.  257 

445 
2,414 
1,284 
1,839 

992 

901 
1,801 

253 

540 
1,192 

151 
1,472 

776 
2,286 

856 

1.  187 
1,805  I 
785  ; 
1,160  : 

2,270  :\ 

1,458  ' 

837  I 

1,752 

993  ' 

1,700  I 

730  I' 
1,509 

495  : 
1.551 
1,405  li 


28,390 


2,651 

1,374 

821 

404 

2,016 

1.116 

599 

286 

490 

270 

473 

846 

88 

861 

851 
1,002 
182 
576 
648 

248 
1,329 
674 
968  ' 

514  I 

502 
875 
116  I 
270 
599  ! 

85 

725 

426 

1,198 

445 

566 
901 
400 
575 
1,190 

726 
431 
904 
530 

882 

418 
807 
245 
835 
760 


Colored. 


Fe- 
male. 


6,421  i 

-i 
"i 


1,277  I 
417 
900 
?.13 
220 


Total. 


36,377 


Male. 


230 
521 
792 
82 
736 


995 
193 
512 


197 
1,085 
010 
871  ; 

478  ' 

399  i 
926  : 

137  : 

270  ! 
593  I 

66 

747  Ij 
350  i\ 
1.088 
411  : 

621  ' 

964  , 

385  1, 

585  I 

1,080  i; 

732  I 
406  i' 
848  , 

463  II 
818  i\ 
!| 
312!' 
702 
250 
716 
645  j 


3,192 

248 

322 

88 

190  ' 

73 

263 

1,415 


18  'I 

2,466 
t,  383 

217 
2,102 

692 

216  ' 

363  ' 

20 

2,452  il 

3,026  i' 

27  \ 
436 

10 

.■i,249  1 

622 

177 
2,204  I 
36  ; 

2,799 
599 

939  ■ 

750  ' 

15  ! 
157  : 

1,224 
528  I 
632 
424 

1,335  j 

43 
560 
230 
231  I 
360 


10 

1,174 
677 
105 

1,048 
331 


10 
1,251 
1,469 

12 

238 

4 

1,468 
337 

62 
1,055 

20 

1,333 

351 

380 

372 

26 

10 

74 

605 
256 
301 
205 
663 

20 
273 
115 
110 
176 


Fe- 
male. 


17,«eo       18,717 


1,292 
706 
112 

1,054 
361 

124 

194 

10 

1,201 

1,557 

l.-> 

198 

6 

1,781 

285 

ST. 

1,149 

16 

1,466 

245 

539 
378 

18 
5 

83 

619 
272 
331 
219 


23 
287 
113 
121 
184 


a  Sex  oi"  teacher.s  estimated. 


b  Sex  ofcolored  pupils  estimate^!. 


c  Sex  of  pupils  estiniate<l. 


60 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

OKORfilA. 

1880.  Population 1,  542, 180.      Enrolled  in  public  common  .schools 237, 124 

1890.  Population 1,  8.S7,  35.S.      Enrolled  in  public  common  scIiooIh 342,  .562 

Gain  of  i)opulati<ra 19.  14  per  cent.     Gain  of  enrollment  in  public  common  schools 44.47  per  cent. 

PUBLIC  COMMON  .SCHOOLS  OF  GEORGL\  FOR  THE  YEAR  ENDED  DECEMBER  31,  1889. 


The  State  . 


Appling 

iiaker 

Italdwin 

iiaiiks 

Bartow. - 


Berrien  . 
Bibl)  .... 
Brooka  . . 
Brvitu  ... 
Bulloch 


Burke 

Butts 

Ciilhouu.. 
Camden  . . 
(.-'jinipbeU 


Carroll 

CatuoHa  

(.'harlton 

Cliathiim 

Chattahoochee  . 


Chattooga. 
Cherokee- . 

Clarke  

Clay  (a)... 
Clayton  ... 


Clinch 

Cobb 

Cort'ee 

Colquitt... 
Columbia  . 


Coweta 

Crawford. . . 

Dade 

Bawsiui  (a). 
Decatui' 


Dekalb 

Dodge 

l>ooly 

Dougherty  . 
Dougla.s 


Early 

Kchols 

Etlingham. .. 

Elbert 

Emanuel  (a) 


Fannin 

Favette 

FliyU 

Forayth 

Franklin  (a) 


Fulton  (a) 

Gilmer 

Glascock  (a) 

Glynn 

Gordon 


Greene 

Gwinnett  . .. 
Habersham  . 

Hall , 

Hancock 


Haralson . . 

Harris 

Hart 

Heard 

Henry  (a)  . 


Houston  . 

Irwin 

Jackson . . 
Jasjier  . . . 

Jeli'crson  . 


Aggre- 
gate. 


White. 


Total. 


32 

27  I 
50 
44 
85 

42 
100 
60 
37 
81 

84 
41 
34 
28 
39 

100 

37 

19 
200 

20 

59  ; 

70  ,; 
67  J 
26    i 

33  '.I 

40 
106 
40 
26 
33 


41 
21 
29 
109 

78 
45 
57 
31 

51 

37 
12 
34 
63 
83 

45 
41 
123 
54 
58 


5,005 


25 
14 
27 
34 
58 

35 
71 
35 
25 
71 

30 
24 
17 
14 
28 

85 
32 
16 
136 
11 

49 
63 
36 
13 
23 

32 
70 
29 
26 
21 

46 
25 
19 
28 
60 

56 
28 
42 


18 
9 
24 
36 
58 

44 
26 
74 
46 

47 


Male. 


2,710 


19 


43 

28 

56 

55 

26 

20 

37 

18 

67 

57 

61 

29 

92 

70 

60 

54 

98 

83 

60 

36 

53 

49 

77 

44 

82 

48 

54 

40 

61 

I    34 

72 

37 

32 

25 

266 

179 

63 

33 

49 

29 

Fe 
male. 


2,295 


6 
4 

1» 

58 
24 

8 
21 

4 

21 
49 

7 
9 

17  j 

30 
39 
22 
14 
8 

18 

5 

6 
19 

28 


17 
21  I 

32 


13 

19 

102 

18 

i:i 


8 
115 

7 

28 

14 

29 

4 


Colored. 


Total. 


2,498 


7 
13 
23 
10 
27 

7 
29 
25 
12 
10 

54 
17 
17 
14 
11 

15 
5 
3 

70 
9 

10 
7 
31 
13 
10 

8 
36 
11 


12 

40 
16 

2 

1 
49 

22 
17 
15 
22 
13 

19 
3 
10 
27 
25 

1 

15 
49 

8 
11 

15 

1 

6 
19 

10  i 

32 
22 
6 
15 
24 

4 

33 
14 

14 
27 

35 
7 
87 
30 
20 


Male. 


1,290 


10 


Fe- 
male. 


1,208 


Aggrc-     j 
gate. 


:)42,362 


7 
3() 
1 
4  I 


2 
13 

*\ 

8 

8 

3 

8 


15 
1 

38 
18 
9 


Total. 


209,330 


White 


Male. 


1,176 
1,115 
2,232 
2,331 
3,481 

1,739 
4,751 
2,358 
1,029 

2,  621 

4,  228 
2,352 
1.018 
369 
1,615 

5,277 
1,366 

284 
5,877 

919 

2,713 
4,151 
2,920 
1,409 
1,757 

792  j 
5,258  ! 
1,331 

807 
1,278  I 

5,310 
1,663 
1, 186 
1,654  I 
4,309  j 

3,386  ; 
2,285  I 
2,735 
2,090 
2,270 

1,380  ! 
406  ; 
1.050  ! 
3,513  ! 
3,335 

2,502  ; 
2,394 

6,  375 
2, 908 
3,554 

10,656 

2,899 

966 

1,648 

3,486 

3,441 
4,981  i 
2,608  I 
4,695 
2,598 

2,569 
3,711 

3,  075 
2,548 
3,591 

3,103 
943 
4,866 
2.  528 
2  209 


356 

9U4 
1,871 
2,  335 

1,477 
2.584 
1,203 
602 
2,1L6 

1,086 
1,115 

575  'I 
348 
1,063   ! 

4,562  I! 

1,243  ;' 

200  I 

3.238  li 

421  ji 

2,217  II 
3,903  I 

1,237  II 

444  I; 
1,272  II 

594  ■ 
3,381  : 
1,069 

807 

696 

2,357  I 
9.'>2  i 
1,136!! 
1,569  I: 
2,041  j; 

2,460  1 
1,526  !j 
1.681  j 

280  i| 

1.768  :; 


683 

289 

735 

1.703 

2,  225 

2,467 

1,  422 
3,401 
2,567 
2,768 

7,448 

3.881 
6«li 
610 

3,187 

1,161 

4,074 

2,  283 
4,002 


2,420 
1,594 
2,  322 
1,726 
1,807 

1.001 
717 
3, 304 
1,145 
1.105 


447 

179  I 
426 
1,005 
1,217 

7C8 

1.312 

.')52 

318 

1,109 

.^i74 
,')83 
289 
169 
527  ' 

2,463 
671 
100 

1.605 
204 

1.172 

2,063 

625 

247 
6B7 

330 
1,357  I 
563 
393 
358  ' 

1.228  I 
537  , 
578  ; 
795 

1,0.^7 

1.243 
810 
851 
170 
924 

346 
170 
379 
933 
1,140 

1,292 
713 

1,786 
1,387 
1,523 


3,544 
1,547 

347 

28' 

1,689 


Fe- 
male. 


108,792  I    100,538 


.T     I 


015 
2,2."! 
1,284 
2. 128 

463 

1  258  ! 
829  ' 

1,239 
953 
994 

549 

400  . 

1,803 ; 

540  I 
.-.61 


Colored. 


Total. 


133,232 


419 

177 

478 

866 

1.118 

709 

1,272 

651 

284 

1,017 

512 
532 
286 
179 
526 


572 

100 

1,633 

217 

1,045 

1,840 

612 

197 

605 

264 
1,524 
.506 
414  I 
338  ■ 

1.129 
415 

558  i 

774 

984 

1.217 
716 
830 

110  I 
844  ' 

337 
119  i 
356  I 
860 
1,085  j 

1, 175  1 
"  709 
1,615 
1,180  j 
1,243 

3,902  ! 
1,334  { 

319  I 
323 
1,498 

546 
1,823 

999 
1.874 

535  ; 

1. 162  I 
765  I 

1.083  I 
773  I 
813  ! 

512 
317 
1,501 
605 
.'•.44 


310 
759 

1,328 

460  ! 
1,  146 

282 
2,167  ' 
1,153  ! 

427  1 
495  : 

3.142 

1.237 
443 
621 
562 

725 

123 

84 

2.639 

498 


496 

248 

1.683 

965 

485 

198 

1,877 

262 


582 

2,953 

611 

50 

85 


926 

759 

1,054 

1,810 

r.02 

697 

117 

315 

1,720 

1,110 

35 

972 

2,  974 

341 


3,  210 
18 

300 
1,038 

299 

2,280 
907 
325 
693 

1.600 

149 

2.  117 
753 
822 

1.784 

2,042 
226 
1,562 
1,383 
1,104 


Male. 


64,187 


Fe- 
male. 


161 

374 
803 
217 
549 

111 
1,000 
547 
253 
255 

1.603 
638 
212 
266 
281 

358 

56 

34 

1.249 

261 

238 
126 
822 
395 
204 

82 
939 
108 


270  , 

I 
1,  528 
274  ■ 
30  \ 
.39 

1,123  ; 

405  : 

343 

.533 

861 

246 

351 
59 
184 

817 
,'.70 

17 

461 

1,353 

160 

4:i4 

1,534 

12 

147 

497 

160 

1,045 
496 
183 
301 
716 

72 

1.088 

391 

125 

844 

974 
113 
800 
661 
557 


9,045 


149 

3a5 

725 
213 

507 

151 
1.187 
006 
174 
240 

1,539 
599 
231 
355 
281 

307 

07 

50 

1,390 

237 

258 
122 
861 
570 
281 

116 
938 
15* 


312 

1,  425 

337 

20 

46 

1,145 

521 
416 
521 
949 
256 

346 
58 
151 
903 
,540 

18 

.111 

1,821 

181 

3.".4 

1,876 

ti 

1.53 

511 

139 

1,235 
411 
162 

332 
884 

77 

1.049 

362 

397 

940 


1, 


113 
762 
722 

547 


a  TeacheiH  estimated  from  uuiulici-  ;inil  rMcc  t.f  schooli*. 


INSTITUTIONS. 


61 


Tablk  §.— school  ENKOLLMENT,  census  of  1890:  PUBLIC  COMMON  SCHOOLS,   liV  COUNTIES— ((mtinue.l. 

CiE  ORO I  A— CdDtiniicd. 


Johnson. 
Jones  . . . 
Laurens . 
Lee 

Liberty  . 


I<incoln  ... 
Lowndes .. 
Lumpkin.. 
McDiiffie.. 
Mcintosh  . 


TEACHERS. 


Aggre- 
gate. 


Macon 

Madison  (a)  . 

Marion 

Meriwether  . 
Miller 


Milton 

Mitchell 

Monroe 

Montgomery 
Morgan 


Murray 

Muscogee . . 

Newton 

Oconee 

Oglethorpe . 


Paulding  (a)  . 

Pickens 

Pierce  

Pike 

Polk 


Pulaski  . . . 
Putnam  . . . 
Quitman  . . 

Kabun  

Kandolph  . 


llichmond. 
Eockdale.. 
Schley  .... 
Screven  . . . 
Spalding  . . 


Stewart ... 

Sumter 

Talbot 

Taliaferro . 
Tattnall... 


Taylor 

Telfair  (a). 
Terrell .... 
Thomas  . . . 
Towns 


Tronj) 

Twiggs  . . 
L^nion 

Upson 

Walker  .. 


Walton 

Ware  (a) 

Warren  (a) . . 
Washington  . 


AVayne  (a) 

Webster  (a) . 

White 

Whitfield  . . . 


Wilcox 

Wilkes 

Wilkinson  . 
Worth 


31 
.'SI 
71 

28 
87 

22 
40 
37 
40 
riO 

32 
49 
31 
00 
20 

32 
44 
78 
55 
76 

51 
33 

75 
36 
I'D 

53 
54 
33 
54 
65 

31 

56 
17 
30 
60 

120 
29 
21 
69 
38 


33 

23 
70 

30 
29 

65 

72 

22  i 

85 
32 
47 
50 
75 

87 
44  ! 
48 
131  i 

43  I 
29 
29 
59 

29 

6;i 
57 
43 


White. 


Total. 


24 
24 
43 
8 
38 

15 
20 
33 
20 
8 

15 
34 
22 
4S 
12 

27 
29 
37 
41 
38 

SO 
16 
41 
21 
29 

44 
49 
27 
30 
47 

17 
25 

7 
30 
40 

81 
17 
12 
47 
23 

22 
57 
19 
13 
52 

22 
20 
37 
46 
22 

44 
16 
45 
30 


Male. 


23 
22 

15 
22 
14 
16 


Fe. 
male. 


15 

16 

6 

14 


10 
13 
5 

ID 
27 

52 

8 

6 

20 

10 

12 
37 
12 
4 
22 

9 

7 
22 
18 

5 

26 

7 

5 

20 

30 

23 
12 
9 

52 


Colored. 


\  Total. 


20 
4 

20 
22 

17 

15  I 
9  ' 

15  ; 

8  I 

5 
15 
39 
14 

38 

4  ':'. 
17  l| 
34  ■ 
15  j 
31   ;: 


Male. 


13 
19 
12 
17 

6 
17 

3 
12 
10 

10 
10 


39 
12 
9 
22 
15 

37 
42 
14 
10 
18 

8 

9 

28 

26 


10 

14 

4 

16 

3 

3 

28 

9 

8 

6 

28 

10 

22 

21 

15 

12 

12 


19 
12 
12 


Fe- 
male. 


17 
8 
2 
7 
4 

15  I 
5  i 
15  ; 
20 

9 

'I': 

:\ 

5 ; 


24 


13 


Aggre 
gate. 


1.702 
2,374 
2,628 
1.627 
2,403 

822 
1,961 
1.818 

1,  .593 
1,520 

2,086 
2,465 
1,996 
2,642 
828 

1,784 
1,460 
3,869 
1,575 
2,659 

1,961 
3,835 
2,854 
1,616 

2,849 

2,  996 
2,254 
1,  227 
3,724 
2,935 

2,144 
1,881 
792 
1,405 
2,354 

6,077 
1,763 
1,  203 
2,467 
2,363 

3,115 
4,196 
1,939 
L134 
2,274 

1,755 
893 
2,705 
4,463 
1,242 

4,338 
1,308 
2,475 
2,352 
3,371 

3,994 
1,628 
2, 132 
5,088 

1,310 
1,238 
1,842 
3,296 

922 
L532 
L835 
1,195 


Whiter 


Total.      1     Male 


1,262 

648 

1,503 

317 

906 

594 

684 

1,674 

717 

208 

797 
1,.')75 
1,080 
1.941 

614 

1,588 

888 

1,479 

1,183 

900 

1,538 
1,742 
1,367 

870 
1, 1.57 

2,675 
2,201 
939 
2,132 
2,012 

L213 

707 

278 

1,405 

1,168  , 

3.182 
1,044 
606 
1,570 
1.107 

831 

1,649 

822 

522 

1,680 

1,208 
570 
1,279 
2,159 
1,242 

1,567 
566 
2,424 
1,284 
2,  999 

2,558 

1,206 

901 

2.424 

829 

475 

1,609 

2,898 


1,206 
1,145 


858 
357 
678 
196 
483 

305 
360 
896 
375 

8K 

4U4 

837 
532 
962 

278 

827 
439 
761 
621 
462 

820 
797 
736 
461 
605 

1,479 
1,139 
517 
1,118 
1,012 

594 
370 
136 
762 
558 

1,239 
567 
315 

849 
575 

450 
805 
432 
266 
942 

627 
296 
664 
1,081 
686 

810 
270 

1,303 
693 

1,671 

1,393 
6.53 
443 

1.254 

402 

231 

905 

1,496 

427 
586 
540 


Fe- 
male. 


604 
291 
825 
121 
423 

289 
324 
778 
342 
120 

393 
738 
548 
979 
236 

I 
761  i 
449 
718 
562 
438 

718 
945 
631 
409 
552 

1,196 
1,062 
422 
1,014 
1,000 

619 
337 
142 
643 
610 

1,943 
477 
291 

721 
532 

381 
844 
390 
256 
738 

581 
274 
615 
1,078 
556 

757 
296 

1,121 
591 

1,328 

1,165 
553 
458 

1,170 

427 

244 

704 

1,402 

381 
620 
605 
334 


Colored. 


Total. 


440 
1,726 
1,125 
1,310 
1,497 

228 

1,277  ; 

144 

876 

1,312  I 

1,289  j 
890 
916 
701  ' 
314  i 

196  ; 

572  : 
2,390 

392 
1,759 

423 

2,093  ; 

1,487 
746 
1,692 
i 
321  i 

53 

288  ■ 

1,592  i 

923  j 

931  j 

1, 174  1 

514 


Male. 


1, 186 

2,895 
719 
597 
897 

1,256 

2,284 

2,547 

1,117 

612 

594 

547 

323 

1,426 

2,304 


2,771 

742 

51 

1,068 
372 

1,436 

422 

1,231 

2,664 

481 
763 
233 
398 

114 

326 
•690 
499 


215 
870 
512 
650 

704 


610 

79 

427 

576 

556 

413 
432 
314 
150 

90 

225 

1,104 

210 

868 

215 
935 
766 
380 
820 

155 
26 
125 
769 
444 


425 
541 
262 


558 

1,  319 
373 
287 
415 
611 

1,109 

1.237 
5;i3 
302 
304 

244 

161 

678 

1, 1.54 


1,353 

340 

23 

518 

195 

687 

193 

585 

1,292 

240 
383 
112 
186 

62 

154 
310 
257 


Fe- 
male. 


225 
856 
613 


1.30 
667 
65 
449 
736 

733 

477 
484 
387 
164 

106 
347 
1,  286 
182 
891 

208 

1,358 

721 

366 

872 

166 
27 
163 
823 
479 

506 
633 
252 


1,576 
346 
310 
482 
645 

1,175 

1,310 

584 

SIO 

290 

303 

162 

748 

1,150 


1,418 

402 

28 

550 

177 

749 

229 

646 

1,372 

241 
380 
121 
212 

5? 
172 
380 
242 


a  Teachers  estimated  fioin  nnnil)eT-  and 


',  of  scliools. 


()2 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSU.S  OF  1890:  I'UBLIC  COMMON  SCHOOL."^,  BY  COINTIKS— Coutiimed. 

IDAHO. 

1880.  Population 32, 610.     Eurolled  in  public  conimon  schools 5, 834 

1890.  Population 84,  38.5.     Enrollt-^d  in  public  common  schools 14,  ,311 

Gain  of  poi>ulation 158.  77  per  cent.     Gain  of  enrollment  in  public  common  schools 145.  30  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  IDAHO  FOR  THE  YEAR  ENDED  SEPTEMBER  1,  1890. 


TEACHERS.                                                         j 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Aggre- 
gate. 

White,  (fc) 

Colored. 

Total. 
389 

Male. 

Fe- 
male. 

Total. 

Male. 

i 
Fe- 
male. 

Total. 
14, 311 

Male. 
6,943 

Fe- 
male. 

Total. 

^^"1-  ;  l:^e. 

The  State         

389 

181 

208 

14,311 

7,368 

1 

i 

Ada 

33 
35 
22 
35 
17 

26 

9 

6 
24 

9 

47 
10 
15 

" 
30 

}? 

25  1 

1 

33 
35 
22 
35 
17 

26 
9 
6 

24 
9 

47 
10 
15 
19 

30 
16 
11 
25 

17 
12 
15 
20 
6 

17 
5 
2 
9 
3 

21 

4 
8 
8 

13 
5 
6 

10 

16 

23 
7 
15 
11 

9 
4 
4 
15 
6 

26 
6 
7 

11 

17 
11 
5 
15 

2.136 
526 
702 

2,349 
454 

917 
210 
215 
621 
254 

1.401 
282 
815 
260 

1,064 
191 
615 

1,299 

2,136 
.526 
702 

2,  349 
454 

917 
210 
215 
621 
254 

1,401 
282 
815 
260 

1.064 
191 
615 

1,299 

1,036 

1    100 

255               271 

341               361 

1.140  1        1,209 

220               234 

445  :            472 
102  ,            108 
104  ;            111 
301  j            320 
123  :            131 



Boise         

::;::::■■::::::::::; 

;l 

Latah 

680 
139 
386 
126 

721 
143 
429 
134 

Lemlii  ic) 

Oneiilji  (c) 

550  ;            514 

93                  98 

272               343 

1            630  1            669 

Owyhee ■  . 

II..I.IIVOIH. 


1880.  Population 3,077,871. 

1890.  Population 3,82(5,351. 

(Jaiu  of  population 24.32  per  cent. 


Enrolled  in  public  common  schools 704,  041 

Enrolled  in  public  common  schools 778,  319 

Gain  of  enrollment  in  public  common  schools 10.  55  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  ILLINOIS  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


TKACHERP. 

.         .          __                                -.-     1 

PIPII>. 

COUNTIES. 

Aggre- 
gate. 

23, 321 

316 
63 
125 
143 

110 

344 
38 
-.91 
109 
357 

234 
185 
140 
89 
244 

3,251 
177 
151 
308 
163 

158 
120 
249 
75 
111 

190 
190 
110 
344 

82 

White,  (b) 

Colored. 

Aggre-     I 
gate. 

White.  '6) 

Total. 

_. i 

Colored. 

Total. 
23,288  : 

Male. 
6,875 

Fe- 
male. 

16, 413 

Total. 

! 

33 

4 

18 

Male. 

Fe- 
male. 

Total. 

772,860 

Male. 

Fe- 
male. 

Male. 
2,692 

Fe- 
male. 

The  State 

16 

17 

778,319 

11,534 

2.  975 
4,  298 
2,767 
3,059 

8.  (190 
1.819 
4,554  . 
3,817 
11.293 

7,919 
6,105 
4,674 
3,545 
7,924 

150,  901 
5,139 

4.  568 
6,489 
4,320 

■1,743 
4.199 
6,925 

2,774  ! 
4,  :i05 

6,612  : 
4,595 
!>.171 
10, 5B0 
3,822 

394,501 

5,619 

985 
2  166 
1,370 
1,533 

4,014 
940 
2,361 
1.938 
5,  826 

4.160 
3,111 
2,  481 
1,941 
3,946 

74,  445 
2,695 
2,319 
3,317 
2, 179 

2,412 

2,  190 

3,  ,543 
1.470 
2, 195 

3,451 
2,  330 
2. 722 
n!  34 1 
1,992 

378, 359 

.5,  459 

290 
993 

2, 767 

Adams 

Alexander  

312 
45 
125 
143 
110 

344 
38 
191 
109 
357 

234 
185 
140 
89 
244 

3.  251 
177 
151 
308 
163 

158 
126 
249 
75 
111 

190 

190 

'        110 

j         344 

'           81 

81 
13 
56 
13 
34 

77 
22 
59 
35 
123 

104 
82 
69 
38 

101 

262 

77 
64 
68 
66 

67 
31 
79 
26 
57 

105 
52 

82 
109 
58 

231 
32 
69 

130 

76 

267 
16 

132 
74 

234 

130 

103 

71 

51 

143 

2,989 
100 

87 
240 

97 

91 
95 
170 
49 
54 

85 
138 

28 
235 

25 

1 
7 

3 
11 

11,244 

1,982 
4,  298 
2,766 

3,  059 

8,  091) 
1.819 

4,  5.'j4 
3,817 

11,278 

7.919 

«.  i05 
4.673 

3,  529 

7,  875 

149,  625 
5. 139 
4,568 
6,^79 
4,319 

4,743 
4,191 
6,  923 
2,774 

4,  305 

6,610 
4.595 
.5, 171 
10,  590 
3,  809 

5,625 
997 
2, 132 
1.396 
1,526 

4,  07B 
879 

2. 193 
1,879 
5,452 

3,759 

2,  994 
2. 192 
1,588 
3.929 

75, 180 
2.444 
2,  249 
3,162 
2,140 

2,  331 
2,001 

3,  ;'80 
1,304 
2,110 

3,159 
2,265 
2.  449 

5,  249 
1,817 

140 

522 

150 

471 

M 



1 

Brown 

Carroll 

Cass 

Champaign 

1 

15 

7 

g 

Clark 

; 

Clay 

1  1 
49 
1,276 

i 

63.5 

8 

1 

:il 

f  ;ook                   .          

1 

(i41 



T^fikalh 

'r\ 

4 
4 

6 

3 

8 
2 

4 
1 

4 

1 

1 

1 

] 

2 

2 

Ford                   -               ... 

Frai  klin 

Fulton 

(iallatiii 

1 

1 

is 

8 

; 

a  Number  ol  luensed  teacherH. 


b  Includes  iinseimiafed  colored. 


:  Hex  of  jmpilM  rei>oited  by  liUi*  coiuity  superintendent. 


INSTITUTIONS. 


63 


Tahi.k  8.— .school  ENHOLLMEXT.  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COCNTIES— C(.ntimie<l. 

11^  l^INOIS— Coutinued. 


TEACHERS. 

Aggre 
gate. 

6,192 
5,038 
4,987 
7,931 
1,939 

2,510 
7.610 
9.249 
6.9a3 
5,058 

6.031 
3.853 
5,696 
4,475 
11,590 

6,455 
2,541 
8,006 
4.808 
15,947 

4,176 
6,802 
10,  621 
6,074 
7,157 

6,057 
13,568 
8,300 
9,641 
10, 253 

6,682 
3,089 
4,546 
3,134 
3,445 

4,857 
2,463 
8,373 
6,690 
3.927 

7,708 
13,423 
4,360 
4,893 
8.694 

4,063 
3,133 
1,219 
5,415 
4,519 

8,462 
12,008 

5,830 
12,23« 

4,613 

2,614 
8,9h5 
2,451 
7,325 
7,155 

5,801 

12,  342 

3,235 

4,930 

4,224 
7,116 
0,  665 
7,619 

11,918 
6,847 
7.377 
4,854 

P 
White,  (a) 

IPIIX. 

COUNTIES. 

A  ggre- 
gate. 

147 

103 
351 

34 

,17 
364 
369 
155 
154 

161 
98 

229 
78 

345 

266 
116 

328 
186 
367 

133 

283 
477 
173 
243 

232 
496 

227 
273 
227 

189 

143 

131 

63 

94 

213 
66 
230 
183 
140 

347 
377 
115 
177 

27H 

06 
61 
48 
140 
133 

276 

266 

90 

343 

145 

72 
27U 
113 
254 
197 

101 
;!«7 
88 

113 

248 
170 
258 

383 
119 
298 
180 

White.  (0) 

Colored. 

Colored. 

Total. 

147 
204 
103 
351 
34 

117 
364 
369 
152 
154 

161 
97 

229 
78 

345 

266 
116 
328 
186 
567 

133 

283 
477 
173 
243 

252 
496 

227 
273 
227 

189 
143 
131 
65 
94 

213 
66 
230 
183 
140 

347 
377 
115 

177 
276 

65 
59 
48 
140 
135 

276 
263 
96 
343 
145 

72 
270 
115 
254 
197 

101 

307 

88 

223 

115 
248 
170 

258 

1        363 
119 
298 
180 

Hale. 

51 
33 
80 
105 
27 

:i4 

79 

74 

84 
37 
50 
56 
50 

55 
23 
64 
34 
102 

61 
73 
99 
74 
61 

59 
130 

88 
119 

90 

61 
39 

48 
22 

32 

64 
30 
82 
63 
54 

98 
78 
41 
73 
120 

41 
31 
10 
52 
49 

48 
123 

78 
124 

34 

35 
125 
33 
72 
53 

01 

138 
47 
02 

45 
109 
101 

79 

65 
88 
41 
49 

Fe- 
male. 

06 
171 

23 
246 

7 

83 

291 

265 

73 

80 

77 
60 

179 
22 

295 

211 
93 
204 
152 
465 

72 
210 
378 

99 
•       182 

193 
.166 
139 
154 
137 

128 
104 
83 
43 
62 

149 

36 

148 

120 

86 

249 
299 
74 
104 
156 

24 
28 
38 
88 
86 

228 
140 
18 
219 
111 

37 
145 

82 
182 
144 

40 
2.59 

41 
163 

70 
1.39 

69 
179 

298 

31 

237 

131 

Total. 

Male. 

Fo- 
male. 

Totel. 

6.181 
5,  029 
4.987 
7,930 
1,841 

2,510 
7,582 
9,249 
6.822 
5,058 

5,976 
3,819 
5,696 
4,475 
11,520 

6.455 
2.541 
7.844 
4.808 
15.  933 

4,160 
6,808 
10. 552 
6,034 
7,119 

6,057 
13, 493 
8,180 
9,641 
10,113 

6,611 

3,  089 
4,546 
3, 134 
3,445 

4,857 

2,  463 
8,  322 
0,514 
3,927 

7,708 
13, 310 
4,251 

4,  893 
8,  623 

3,  997 
3,  07 
1,219 
.3,389 
4,519 

8,399 
11,835 

5,830 
11,  735 

4,613 

2,  614 
8,985 
2.4,51 
7,325 
7,155 

3,801 
12,319 
3, 235 
4,930 

4,224 
7,116 
6,610 
7,619 

11,918 
6.847 
7.351 
4,854 

Male. 

3.181 
2,  544 
2,  659 
4,000 
1,000 

1,265 
3,911 
4,863 
3,477 

2,  677 

3,026 
1,968 
2,888 
2,344 
5, 832 

3.422 
1, 332 
3,977 
2,505 
8,064 

2. 151 

3.  561 

5,  562 
3,098 
3,623 

3,127 
6,747 
4,179 
4,969 
5,185 

3,454 
1,530 
2,  309 
1.637 
1,732 

2,501 
1,323 
4,256 
3.383 
1,993 

4,070 
6,603 
2,173 

2,  538 
4,471 

2, 073 
1,542 
627 
2.753 
2. 317 

4.210 
0,320 
3,017 
5,857 
2,351 

1,360. 
4.639 
1,301 
3, 752 
3,686 

3,  050 

6,  287 
1,649 

2,  433 

2, 130 
3,661 

3.  335 
3.919 

0,  237 
3,  664 
3.650 
2,562 

Fe- 
male. 

Totel. 

11 
9 

Male. 

7 
3 

Fe- 
male. 

3,000 
2,485 
2,  328 
3,921 
841 

1,245 
3,671 
4,  386 
3,345 
2,381 

2.950 
1,851 
2.808 
2,131 
5.688 

3,033 
1,209 
3,867 
2,303 
7,869 

2,009 
3,239 
4.990 
2.936 
3.496 

2.930 
6,746 
4,001 
4,672 
4,  928 

3, 157 
1,5.53 
2,  237 
1.497 
1,713 

2,  356 
1.138 
4.066 
3,131 
1,9.34 

3,638 
6,707 
2,078 
2,355 
4.152 

1.924  ! 
1.475  i 
592  1 
2.636 
2,202  ' 

4, 189 
5,515 
2,813 
5,878 
2,262 

1.254  , 
4. 346 

1,  50 
3, 573 

3,  469 

2,  731 
0,  032 
1.586 
2.497 

2,094 

3,  455 
3,  281 
3,700 

5,681 
3,183 
3,701 
2,292 

4 



Hamilton 

..... 
98 

55 

28 

16 



3 

2 

1 

161 

92 

.55 
34 

27 
16 

' 

1 

Kaue 

70 

34 

36 

Kt'tidall 



162 

75 

Lake           

14 

16 
2 
69 
40 
38 

8 
6 

Q 

' 

Lee 

2 

35 
15 
20' 

34 

75 
120 

37 
45 

75 

140 

71 


64 
40 

76 

10 



Ma.ssac 

51 
176 

29 

78 

'22 

().rlo                     

113 
109 

57 

48 

56 

Piait 

Pike           



71 

66 
116 

40 

35 
46 

31 

Poito 

I 

1 
1 

i'i 

Pulaski 

haiulolph 

Richland 

26 

8 

Kock  Island 

63 
173 

28 
80 

35 
93 

St   Cluir                         

3 

2 

1 

Saline 

Sangamon 

MO 

243 

257 

Scott 

Stark* 

Stc])liens<)n 

Tazewell 

23 


11 

Waviio 

49 

28 

21 

AVhiteside 

Will 

26 

13 

Woodford ^ . 

a  Inclndes  unftcparated  colored. 


64 


EDUCATION. 


Tablk  S.— school  enrollment,  CEN&ITS  OF  1890:  PUBLIC  COMMON  SCHOOLS.  BY  COl'NTIES— Contiiiuefl. 

IIVDIAIVA. 

1880.  Population 1,  978,  301.     Enrolled  in  public  common  schools 512, 201 

1890.  Population 2, 192,  404.     Enrolled  in  public  conmiou  schools 505,  516 

Gain  of  population 10.82  per  cent.     Loss  of  enrollment  in  public  common  schools 1.31  per  rent. 

PUBLIC  COMMON  SCHOOLS  OF  INDIANA  FOR  THE  YEAR  ENDED  AUGUST  31,  1890. 


COUNTIES. 


The  State  . 


Adams 

Allen 

Uartholoniew . 

Beiifon 

Blackl'ord 


Boone  . . 
Brown  . 
Carroll . 

Cuss.  - . . 
Clnrk  . . 


Clay 

Clinton... 
Crawford. 
Daviess  . . 
Dearborn. 


Decatur . . 
Dekalb... 
Delaware - 

Dnltois 

Elkliart.. 


Fayette  . . 
F\6yd  .... 
Fountain. 
Franklin. 
Fulton  . . . 


Gibson .. . 

Grant 

Greene  — 
Hamilton  . 
Hancock  . . 


Harrison 

Hendricks  . . 

Henry 

Howard 

Huntington  . 


Jackson.. 
Jasper  . . . 

Jay 

Jetl'erson . 
Jenuinj^s. 


Johnson 

Knox 

Kosciusko  . 
Lagrange  . . 
Lake 


Laporte  . . . 
Lawrence  , 
Madison. .. 

Marion 

Marshall . . 


Martin 

Miami 

Monroe 

Montgomery  . 
Morgan  ...'.. 


Newton  . 
Noble... 
Ohio  .... 
Orange . . 
Owen  ... 


Parke . . 
Perry  . . 
Pike  . . 
Porter. 
Posey  . 


Pulaski ... 
Putnam  ... 
Randolph  . 

Ripley 

Bush. 


TEACHERS. 


Aggre- 
gate. 


13,285 


112 
299 
143 
112 
61 

162 
76 
141 
161 
158 

154 
146 
88 
142 
141 

137 
141 
166 
122 

228 

72 
107 
141 
115 
117 

141 
158 
174 
177 
122 

162 
143 
173 
126 
145 

I 
150  ' 
104  I 
140 
148 
122 

132 
159 
210  \ 
124 
141 

185 
124 
178 
499 
155 

102 
169 
116 
196 
Vi5 

84 
193 

34 
100 
116 

155 
127 
115 
128 
128 

106 
168 
184 
126 
132 


White,  (o) 


Total. 


13, 236 


112 
299 
143 
112 
61 

162 
76 
141 
161 
151 

154 
146  i 
88 
142 
141 


Male. 


6,706 


141 
158 
174 
177 
122 

162 
143 
173 
126 
145 

150 
104 
140 
148 
122 

132  i 
157  i 
210  ' 
124  ; 

141  ; 

185  \ 
124  ! 
178  1 
485  ! 
1.55  I 

102  Ij 
169    ' 
116 
196 
135 

84  :| 
1113 

34 
100 
116 

155 
127 
115 

128 
128 

106 
1U8 
184 
126  ' 
132 


70 
93 
80 
48 
44 

104 

60 
93 

73 


94 
99 

70 
94 

70 


137 

64 

141 

63 

166 

92 

122 

64 

228 

94 

72 

33 

107 

46 

141 

82 

116 

53 

117 

63 

89 
111 
104 
109 


117 
78 

107 
81 
87 

77 
45 
93 
,58 
63 


78 
110 
61 


48 
58  ' 
122  ' 

77 
85 


27 
75 
17  ' 
70 


87 
4:! 
67 

03 
71 
106 
72 
67 


Fe- 
male. 


69 

33 

104 

65 

47 

69 

87 

109 

73 

62 

6,530 


42 
206 
63 
64 
17 

58 
16 

48 
88 
82 


47 
18 
48 
71 

73 
78 
74 
58 
134 

39 
61 
59 
62 
54 


79 
100 

63 
103 

137 
66 
56 

408 
70 


57 
118 
17 
30 
33 

91 
52 
28 
85 
61 

43 
97 
78 
54 
65 


Colored. 


Total. 
49 

Male. 

Fe- 
male. 

21 

28   ' 

\.".'  '" 

7 

3 

4 

2 

1 

1 

.. 

/ 



14 

3 

11    1 

1 

1 

1 

1 

1 

Agg 
gat. 


505,516 


5,029 

10, 100 
5,630 
3,349 
2,747 

6,913 
2,761 
5,105 
6,  039 
6,284 

7,918 
7,149 
4,791 
6,414 
4,894 

4,785 
5,356 
7,156 
4,471 
9,266 

2,759 
5,012 
4,931 
4,367 
4,282 

6,249 
7,756 
6,655 
7,035 
4,653 

5,849 
5.436 
5,920 
6,099 
6,505 

5,676 
3, 133 
5,583 
6,428 
4,233 

4,653 
5,656 
7,712 
3,885 
4,495 

6,229 
5.354 
8,083 
23,014 
6,459 

4,120 
6,290 
4.111 
6,886 
4,029 

2,175 
5,253 
1,296 
4,114 
4,136 

5,310 
4,  362 
4.846 
4,076 
4.661 

3.313 
5,237 
7,419 
4,763 
4,356 


White,  (a) 


Total. 


501,433 


Male. 


I    267,731 


5,029 
10,  086 
5,630 
3,349 
2,747 

6,913 

2,761 

5, 105 ; 

6,014 
5,910 

7,918  I 
7,149 
4,791  i 
6,414  ' 
4,894  1 

4,785  \ 
.'),356  I 
7,072  i 
4,471 
9,262  ! 

2,759  i 
4.576  I 
4,931  I 
4,367  ; 
4,282  ' 

0,249  ; 
7,756 
6,655  ' 
7,035 
4,653 

I 
5,849  I 
5,436  I 
5,920 
6,099  I 
6,505  : 

5,676 
3,133  I 
5,  ,583 
6,428 
4,233 

4,653 
6,527 
7,712 
3,885 
4,495  ' 

6,224 
5,354 
8,083 
21.  537 
6.459 

4,120 
6,290 
4.111 
6,886 

4,  029 

2,175 

5,  253 
1,296 
4.114 
4,136 

5,310 
4,  362 
4.846 
4,076 
4,661 

3  313 
5.237 
7,419 
4.  763 
4,356 


Fe- 
male. 


243, 702 


2,764 
5,111 
2,833 
1,751 
1,386 

3,637 
1,491 
2,623 
3.  081 
2,967 

4,010 
3,758 
2,545 
3,337 
2,554 

2,  450 
2,794 
3,590 
2,431 
4,524 

1,4,36 
2,292 
2,494 
2, 167 
2,221 

3,269  I 
4,081  I 
3,421  ! 
3,696  i 
2,392  i 

3,046  I 
2.838  I 
3,064  ' 
3,139 
3,371 

2,895 
1,636 
2,  950 
3,225 
2,190 

2,358 
2,831 
3,985 
2,  038 
2,  287 


3,117 
2,719 
4,205 
10,479  ■ 
3,221 

2,065 
3,330 
2, 1.57 
3,  567 
2,059 

1,143 

2,791 

652 

2,168 
2, 175 

2,720  ; 
2,153  I 
2,496  : 
2, 162  I 
2,384 

1,594  i 
2,743 
3,855 
2,  .545 
2,  286 


2,265 
4,975 
2,797 
1,598 
1,361 

3,276 
1,270 
2,482 
2,933 
2,943 

3,908 
3,391 
2,246 
3,077 
2,340 

2,335 
2,562 
3,482 
2,040 
4,738 

1,323 
2,284 
2,437 
2,200 
2,061 

2,980 
3,675 
3,234 
3,339 
2,261 

2,  803 
2,598 
2,850 
2,960 
3,134 

2,781 
1,497 
2,633 
3,203 
2,043 

2.295 
2,696 
3,727 
1.847 
2,208 

3,107 

2,  635 
3,878 

11,  058 

3,  238 

2,055 
2,960 
1,954 
3,  319 
1,970 

1,032 
2,  462 
644 
1.946 
1,961 

2,590 
2,209 
2, 350 
1,914 
2,277 

1,719 
2,494 
3,564 

2,218 
2,  070 


Ci)lorod. 


Total. 


4,083 


25 
374 


84 


Male. 


Fe- 
male. 


1,477 


1,901        2,182 


15 
185 


10 
189 


41 


43 


1 


224 


57 


632 


a  Indudt's  unsfpiiratod  colond. 


INSTITUTIONS. 


65 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

INDIANA— Continued. 


TEACHERS. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Hale. 

Fe- 
male. 

192 

59 

169 

163 

65 

110 
143 
93 
223 
103 

49 
227 

88 
244 

196 
102 
142 
150 

213 
127 
137 
142 

192 

59 

169 

163 

65 

110 
143 
93 
222 
103 

49 

208 

88 

238 

196 
102 
142 
150 

213 
127 
13 
142 

88 
40 
108 
82 
43 

27 
83 
34 
77 
83- 

23 
49 
39 
66 

80 

33 

104 

112 

80 
75 
77 
73 

104 
19 
61 
81 
22 

83 
60 
59 
145 
20 

26 
159 

49 
172 

116 
69 
38 
38 

133 
52 
60 
69 

7,326 
2,289 
6,726 
5,197 
2,056 

3,449 
5,326 
3,362 
7,971 
4,870 

1,791 
8,544 
3,192 
9,545 

6,813 
2,878 
5,522 
5,068 

7,546 
5,853 
4,474 
4,707 

7,233 
2,289 
6,726 
5,197 
2,056 

3,449 
5,326 
3,362 
7,891 
<>        4,870 

1,791 
7,662 
3,192 
9,291 

6,813 
2,878 
5,522 
5,068 

7,320 
5,853 
4,474 
4,707 

3,706 
1,248 
3,506 
2,679 
1  062 

3,527 
1,041 
3,220 
2,518 

00,1 

93 

33 

00 

Scott 

.     .. 

Shelby    

Starke     

1, 725           1, 724 
2,731           2,595 
1, 700          1, 662 
3,  915           3,  976 
2,551  1        2,319 

930               861 
3,906          3,756 
1,624           1,568 
4, 695  1        4.  liSfl 

1 

1 

80 

45 

35 

Tipton 

:.:::::::: 

19 

8 

11 

882 

450 

432 

Vifio 

6 

5 

1 

254 

118 

136 

1        3,482 

1        1,469 

2,892 

2,693 

3,610 
3,016 
2,377 
2,469 

3,  331 
1,409 
2,630 
2,375 

3,710 
2,837 
2,097 
2,238 

1 
1 

Warrick 

Washington    

226 

103 

123 

■Wells 

White      

Whitley        

1 

IOWA. 


1880.  Population 1,624,615. 

1890.  Population 1,911,896. 

Gain  of  population 17. 68  per  cent. 


Enrolled  in  public  common  schools 425, 665 

Enrolled  in  public  common  scliools 493,  267 

Gain  of  enrollment  in  public  common  schools 15. 88  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  IOWA  FOR  THE  YEAR  ENDED  SEPTEMBER  15,  1890. 


TEACHBBS. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  state 

26,567 

26, 567 

5,460 

21, 107 

493, 267 

491,997 

251, 157 

240,840 

1,270 

624 

646 

Adair 

355 
261 
211 
243 
245 

369 
317 
344 
193 
243 

249 
325 
153 
279 
239 

295 
250 
281 
214 
213 

191 
304 
262 
268 
332 

188 
236 
276 
232 
74 

249 
69 
380 
238 
245 

355 
261 
211 
243 
245 

369 
317 
344 
193 
243 

249 
325 
153 
279 
239 

295 
250 
281 
214 
213 

191 
304 
262 
268 
332 

188 
236 
276 
232 
74 

249 
69 
380 
238 
245 

84 
53 
31 
76 
76 

85 
61 
62 
30 
53 

41 
61 

f. 
56 

54 

271 
208 
180 
167 
169 

284 
256 
282 
163 
190 

208 
264 
128 
208 
183 

4,138 
3,803 
4,887 
5,393 
3,598 

5,959 
6,386 
6,863 
3,601 
5,048 

3,756 
4,350 
3,580 
4,840 
6,154 

4,776 
3,733 
4,570 
4,307 
3,066 

2,516 
6,983 
9,140 
5,617 
6,369 

4,488 
4,674 
4,434 
7.464 
1,114 

8,543 
1,128 
6,192 
4,132 
3,739  i 

4,138 
3,793 

4,887 
5,378 
3,598 

5,958 
6,386 
6,860 
3,598 
5,048 

3,750 
4,350 
3,580 
4,833 
6,152 

4,768 
3,730 
4,567 
4,307 
3,066 

2,516  , 
6,982 
9.  097 
5,616  1 
6,  366  , 

4,471 
4,665 
4,434 
7,362 
1,114 

8,506 
1,128 
6,182 
4,132 
3,732 

2,183 
2,042 
2,526 
2,738 
1,868 

3,096 
3,142 
3,580 
1,790 
2,679 

1,959 

1,955 

1,751 
2,361 
2,640 
1,740 

2,862 
3,244 
3,280 
1,808 
2,369 

1    701 

10 

6 

4 

15 

11 

1 

1 

Blackhawk 

Boone 

3 
3 

i 

1 

2 

2 

Buchanan  

6 

2 

4 

Butler 

2, 158          2, 192 
1  828  '        1  7.';t! 

Calhoun 

Carroll 

2,533 
3,185 

2,390 
1,836 
2,335 
2,221 
1,522 

1,366 
3,541 
4,536 

2,848 
3,192 

2,241 
2,304 
2,  336 
3,659 
561 

4,283 
585 
3,174 
2,084 
1,928 

2,300 
2,967 

2,378 
1,894 
2,232 
2,086 
1,544 

1,150 
3,441 
4,561 
2,768 
3,174 

2,230 
2,361 
2,098 
3,703 
553 

4,223 
543 
3,008 
2,048 
1,804 

7 

2 

8 
3 
3 

4 
1 

5 
2 
1 

3 

Caas 

1 

Cedar  

3 

Cerro  Gordo 

29  1        221 
76           M.1 

I 

Cherokee 

2 

34 
34 

39 
58 
41 
67 
74 

64 
50 
42 
46 
20 

39 
15 

180 
179 

152 
240 
221 
201 
258 

124 
186 
234 
186 
54 

210 
.54 

Clarke  



Clay 

Clayton 

1 
43 

1 
3 

17 
9 

1 

20 

1 

2 

9 
3 

23 

Crawford 

Dallas 

1 

8 

6 

Delaware 

Des  Moines 

102 

51 

51 

Dubuque 

37 

16 

21 

Emmet 

Fayette 

72  i        308 

-    31  :         207 

40  ]         205 

10 

5 

5 

Flivd 

Franklin 

' 

7 

I 

3 

ED- 


a  Includes  unseparated  colored. 


66 


EDUCATION. 


Table  §.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,   BY  COUNTIES— Continued. 

I O  W^  A-Continued. 


TEACHERS. 


COUNTIES. 


Agere 
gale. 


Fremont 

Greene 

Grundy 

Guthrie 

Hamilton 

Hancock 

Uardin 

Hanison 

Henry 

Howard  

Humboldt 

Ida 

Iowa 

Jackson 

Ja8i)er 

.Jotterson 

.Tohnson 

Jones  

Keokuk 

Kossuth 

Lee 

Linn 

Louisa 

Lucas 

Lyon 

Madison 

Mahaska 

Marion 

Marshall 

Mills 

Mitchell 

Monona 

Monroe 

Montgomery  . . 
Muscatine.!... 

O'Hrien 

Osceola 

Page 

I'alo  Alto 

Plymouth 

Pocahontas . . . 

Polk 

Pottawattamie 

Voweshiek 

Hinggold 

Sac 

Scott  

Shelby 

Sioux 

Story 

Tama 

Taylor 

V  nion 

Van  Buren 

Wapello 

"Warren 

Washington.. - 

Wayne 

Webster 

Winnebago  . . . 

Winneshiek. . . 

Woodbury 

Worth  ..'.   .... 
Wright 


285 
347 
217 
335 
279 

146 
315 
338 
264 
170 

179 
240 
311 
260 
408 

221 
448 
319 
307 
245 

248 
493 
190 
197 
157 

301 
354 
291 
353 
180 

208 
294 
183 
256 
241 

220 
124 
288 
171 
246 

206 
522 
561 
319 
276 

270 
274 
302 
277 
304 

397 
294 
281 
235 
219 

298 
305 
267 
331 
99 

261 
407 
160 
222 


White,  (o) 


Total. 


285 
347 
217 
335 
279 

146 
315 
338 
264 
170 

179 
240 
311 

260 ; 

408 

221 
448 
319 
307 
245 

248 
493 
190 
197 
157 

301 
354 
291 
353 
180 

206 
294 
183 
256 
241 

220 
124 
288 
171 
246 

206 
522 
561 
319 
276 

270 
274 
302 
277 
304 

397 
294 
281 
235 
249 

298 
305 
267 
331 


281 
407 
160 
222 


Male. 


42 
41 
36 

75 
67 
68 
73 
70 

46 
50 
28 


50 
32 
60 
30 
57 

28 
93 
99 
69 
49 

62 
70 
98 
62 
80 

73  j 
70  I 
49 
40 
47 

67 
33 
83 
57 
41 


Fe- 
male. 


220 
291 
171 
245 
232 

115 
245 
281 
213 
13^ 

154 
168 
231 
221 
315 

185 
392 
284 
241 
186 

188 
431 
148 
156 
121 

226 
287 
223 
280 
110 

160 
244 
155 
193 
194 

170 
92 
228 
141 
189 

178 
429 
462 
250 
227 

208 
204 
204 
215 
224 

324 
224 
232 
189 
202 

231 
272 
184 
274 
58 

201 
329 
119 
173 


Colored. 


Total; 


Male. 


Fe- 
male. 


Aggre- 
gate. 


4,402 
4,572 
3,627 
4,951 
4,466 

2,221 

5,  394 
6,061 
4,697 
2,890 

2,705 
2,879 
5,206 

6,  (162 
6,990 

4,003 
5,778 
5.209 
6,908 
3,517 

6,907 
11,125 
3,214 
4,107 
2,232 

4,700 
7,429 
6,733 
6,490 
3,872 

3,608 
4,745 
3,495 
4,577 
5,228 

3,295 
1,503 
5,810 
2,568 
5,108 

2,609 
13,  914 
10, 017 
5,274 
4,170 

4,092 
8.619 
5.  061 
4,300 
5,106 

6,170 
5,049 
4,893 
4,861 
7,277 

5.  592 
4,642 
4.941 
5,925 
1,795 

5,555 
8,998 
2,548 
3,228 


White,  (a) 


Total. 


4,400 

4,  .'>72 
3,625 
4,944 
4,466 

2,221 
5,394 
6,058 
4,606 
2,889 

2,704 
2,879 
5,206 
6,062 
6,971 

3,994 
5,778 
5,197 
6,901 
3.517 

0,657 
11,073 
3,207 
4,031 
2,232 

4,700 
7,352 
6,730 
6,496 

3,871 

3.608 
4,745 
3,475 
4,565 
5,218 

3,295 
1,503 
5,790 
2,568 
5,108 

2,609 
!3,837 
9,998 
5,273 
4,170 

4,092 
8,502 

5,  061 
4,300 
5,106 

6,161 
5,030 
4,884 
4,858 
7,206 

5,  .586 
4,  626 
4,941 
5,925 
1,795 

5,555 
8,988 
2,548 
3,228 


Male. 


2,377 
2,334 
1,814 
2,436 
2,354 

1,220 
2,769 
3,003 
2,355 
1,518 

1,342 
1,468 
2,635 
3,103 
3,509 

2,004 
3,090 
2,733 
3,512 
1,833 

3,413 
5,689 
1,642 
2,085 
1,239 

2,333 
3,776 
3,395 
3,367 
1,980 

1,809 
2,356 
1,637 
2,246 
2,761 

1,713 
789 
2,912 
1,173 
2,678 

1,317 
6,749 
5,132 
2,574 
2,199 

2,173 
4,  653 
2,646 
2,229 
2,506 

3,125 
2,  594 
2,616 
2,474 
3,602 

2,806 
2,  330 
2,481 
2,978 
931 

2,855 
4,513 
1,337 
1,696 


Fe- 
male. 


2,023 
2.  238 
1,811 
2,508 
2,112 

1,001 
2,625 
3,055 
2,251 
1,371 

1,362 
1,411 
2,571 
2,959 
3,462 

1,990 
2,688 
2,464 
3,389 
1,684 

3,244 
5,384 
1,565 
1,946 
993 

2,367 
3,576 
3,335 
3,129 
1,891 

1,799 
2,389 
1,838 
2,319 
2,457 

1,582 
714 
2,  878 
1.395 
2,430 

1,292 
7,088 
4,866 
2,699 
1,971 

1,919 
3,909 
2,415 
2,071 
2,600 

3,036 
2,436 
2,268 
2,384 
3,604 

2,780 
2,296 
2,460 
2,947 
864 

2,700 
4,475 
1,211 
1,532 


(.'olored. 


Total. 


Male. 


91 

1 


19 


12 


250 
52 
7    1 
76  :i 


77 
3 


20 
12 
10 


20 


19 
1 


57 


10 


111 
28 

•4^ 


10 


Fe- 
male. 


3 
52 


139 
24 
4 
32 


38 
2 


12 

7 


10 


37 
8 
1 


28 


5 
10 

4 
1 
35 

6 
9 


a  Includes  unseparated  colored. 


INSTITUTIONS. 


07 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Contimied. 

KANSAS. 

1880.  Population 996, 096.     Enrolled  in  public  common  schools 246, 128 

1890.  Population 1,427,096.     Enrolled  in  public  common  Hchools 399,322 

Gain  of  population 43. 27  per  cent.     Gain  of  enrollment  in  public  common  schools 62. 24  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  KANSAS  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


COUNTIES. 


The  State  . 


Allen  (6) 

Anderson  (b)  . 
Atchison  (cf . . 

Barher  

Barton 


Bourhon  (d) 

Brown  (6) 

Butler 

Chase 

Chautauqua  (I>) . 


Cherokee... 
Cheyenne  .. 

Clark  

Clay  (e)  (/)  . 
Cloud 


Coffey  (6).... 
Comanche . . . 

Cowley 

Crawtord(^). 
Decatur 


Dickinson  (6). 
Doniphan  (b)  . 

Douglas 

Edwards  (/) . . 
Elk 


EUis 

Ellsworth  (6). 

Finney  

Ford 

Franklin  (J) . . 


Garfield  . 
Geary... 
Gove  (g) . 
Graham . 
Grant . . . 


Gray  (A) . . . . 
Greeley  (17)  . 
Greenwood . 
Hamilton . . . 
Harper 


Harvey 

Haskell 

Hodgeman  (6)  . 

Jackson  (b) 

Jefferson 


Jewell 

Johnson 

Kearny 

Kingman  (6) . 
Kiowa 


Lahette  (c) 

Lane 

Leavenworth  (e) . 

Lincoln 

Linn((/) 


Logan 

Lyon 

McPhersou . . 
Marion  (&)... 
Marshall  (c)  . 


Meade  (/)  (A). 

Miami  (6) 

Mitchell. 


Montgomery  {g)  (b) . 
Morns 


Morton  {d) 

Nemaha  (g)  (b) . 

Neosho  (b) 

Ness(i) 

Norton  {g) 


TEACHEB8. 


Aggre- 
gate. 


12,260 


112 
146 
139 
99 
110 

185 
107 
223 
88 
133 

150 

80 

50 

150 

146 

142 
48 
181 
186 
134 

156 
90 

142 
47 

120 

67 
97 
48 
83 
141 

31 
62 
56 
107 
36 

63 
26 

124 
31 

113 

123 

37 

57 

115 

132 

10* 

123 

31 

97 

53 

181 
48 

146 
94 

154 


White,  (a) 


Total. 


12, 175 


112 
145 
129 


178 
107 
223 
88 
133 

1.50 
80 
50 
150 
146 

142 
48 
181 
186 
134 

150 
88 

139 
47 

120 

67 
97 
48 
83 
141 

34 
62 
56 
107 
36 

63 
26 

124 
31 

113 


Male. 


4,852 


Fe- 
male. 


190 
123 
31 
97 
53 

178 
48 

134 
94 

154 


7,323 


54 

50 
52 
40 
45 

56 
42 
102 
28 


25 
10 
60 
61 

50 
17 
110 
79 
42 

76 
33 
42  ! 
19 
45 

30 
25 
13 
38 
56 

15 
15 
20 
40 
14 

24 
13 
53 
14 
46 


123 

45 

37 

18 

57 

21 

115 

43 

130 

66 

90 
60 
14 
57 
21 


12 
47 
46 
79 


59 

59 

22 

186 

186 

60 

152 

152 

72 

153 

153 

72 

183 

183 

1    75 

64 

64 

26 

151 

150 

56 

149 

149 

52 

174 

174 

80 

107 

105 

43 

13 

13 

5 

170 

170 

60 

146 

146 

68 

89 

89 

33 

151 

151 

61 

(T  Includes  unseparated  colored. 

b  Number  and  sex  of  colored  pupils  estimated. 

c  Colored  pupils  partly  estimated. 

d  Sex  of  te.ichers  baaed  on  the  report  for  1889. 

«  Keport  for  1889. 


58 
95 
77 
59 
65 

122 
05 

121 
60 
70 

87 
55 
40 
90 
85 

92 
31 
71 
107 
92 

80 
55 
97 
23 
75 

37 
72 
35 
45 
85 

19 
47 
36 
67 
22 

39 
13 
71 
17 
67 

78 
19 
36 
72 
64 

100 
63 
17 
40 
32 

no 

36 
87 
48 

75 

37 
126 
80 
81 
108 


94 
97 
94 
62 

8 
120 
78 
56 
90 


Colored. 


Total. 


85 


Male. 


Fe- 
male. 


38 


47 


12 


Aggre- 
gate. 


399,322 


4,518 
4,213 
5,833 
2,504 
3,403 

7,407 
5,748 
7,457 
2,477 
4,496 

8,331 

1,278 

811 

5,254 

5,  760 

5,326 

861 

6,590 

6,  296 
■>.  831 

6,356 
3,626 
5,848 
1,146 
4,154 

1,789 
3,144 
423 
1,883 
5,809 

389 
2,422 

902 
1,688 

51,2 


398 

4.240 

645 

3,  870 

J.  686 

352 

822 

4,510 

5, 238 

().483 

4,  762 
477 

2,760 
1,064 

8,364 
623 
7,238 
3,  052 
5,097 

891 
6,346 
5,690 
5,606 
0,983 

1,752 
5,315 
4,602 
7,233 
3,  430 

258 
6,  047 
5.781 
1,426 
3,481 


White,  (o) 


Total. 


389, 703 


4,448 
4,11) 
5, 102 
2,504 
3,403 

6,996 
5,628 
7,457 
2,477 
4,436 

8,331 
1,278 
811 
.5,254 
5,745 

5.206 

836 

6,448 

6,083 

2,  827 

6,296 

3,  426 
5,  321 
1,146 
4,154 

1,789 
3,114 
423 
1,883 
5,809 

388 
■-',  351 

902 
1.688 

547 

896 
398 

4,  240 
622 

3,  870 

4.686 

352 

797 

4,410 

5,113 

6,481 

4,  702 
477 

2,705 
1,060 

8.008 
621 
5,874 
3,042 
4.847 

891 
6,346 

.-.,  080 

5,  584 
6,918 

1,752 
5,175 
4,602 
6,833 
3,325 

258 
5,977 
5,665 
1,426 

3,  481 


Male. 


200,386 


Fe- 
male. 


189, 317 


2,345 
2,122 
2,641 
1,279 
1,713 

3,647 
2,954 
3,832 
1,356 
2,264 

4,172 
665 
425 

2,609 

3,023 

2,703 
433 
3,355 
3,113 
1,425 

3,301 
1,768 
2, 699 
575 
2,124 

899 

1,612 

216 

989 

2,968 

201 

1,202 

477 

825 
287 

461 
208 

2.184 
299 

1.943 
I 

2. 395 
206 
405 

2,233 

2,707 

3,280 
2,480 

213 
1.416 

592 

4,000 
308 
3,069 
1,631 
2,434 

482 
3,269 
3,003 
2,946 
3,  579  - 


2,616 
2,337 
3,411 
1,697 

133 
3,064 
2,894 

743 
1,835 


2,103 
1,991 
2,461 
1,225 
1,690 

3,  349 
2,  674 
3,625 
1,121 
2,172 

4,159 

613 

386 

2, 645 

2,  722 

2,563 
403 
3,093 
2,970 
1,402 

2,995 
1,658 
2,622 
571 
2,  030 


1,502 
207 
894 

2,841 

187 
1.149 
425 
863 
280 

435 
190 

2,056 
323 

1,927 

2,291 

146 

392 

2,177 

2,406 

3,201 
2,282 

264 
1.289 

468 

4,008 
313 
2,805 
1,411 
2,413 

409 
3,077 

2,  677 
2,638 
3. 339 

820 
2,559 
2,265 
3,422 
1,828 

125 
2,913 
2,771 

683 
1,646 


Colored. 


Total. 


9,619 


70 
100 
731 


411 
120 


60 


15 


25 

142 

213 

4 

60 
200 
527 


30 


15 


Male. 


23 


25 
100 
125 


55 
4 

356 

2 

1,364 

10 

250 


10 
22 


140 


400 
105 


70 
116 


4,611 


Fe- 
male. 


30 

60 

325 


184 
60 


10 

30 

15 

68 

123 


30 
100 
260 


16 


25 
3 

160 
1 

610 

7 

125 


200 
59 


/  Sex  of  teachers  estimated  on  ratio  shown  in  rest  of  state. 

g  'lY'achers  from  report  of  connty  superintendent  to  Census  Office. 

h  Pupils  from  report  for  1889. 

»  Teachers  from  report  for  1889. 


68 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OP  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

KANSAS— Continued. 


TEACHERS. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Aggre- 
gate. 

7,092 
4,  C38 
3,  937 
1,733 
4,503 

5,280 
2,748 
2,103 
7,574 
5,798 

3,850 
3,803 
2,703 
1,743 
2,117 

4,476 

371 

10,  339 

482 
10,  690 

1,343 
1,  362 
5,046 
2,786 
333 

451 
9,315 
1,855 

879 
3,409 

587 
6,505 

684 
5,079 
2,862 
9.481 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Osage  (fe) 

192 
104 
117 

78 
184 

140 
90 
106 
213 
177 

132 
110 
120 
67 
81 

127 
34 

279 
23 

237 

90 
105 
184 
104 

28 

30 
266 
130 
48 
95 

44 
221 

.54 
138 

92 
174 

192 
104 
117 

78 
184 

140 
90 
106 
213 
177 

132 
108 
119 
07 
81 

127 
34 

279 
23 

216 

90 
105 
184 
104 

28 

30 
266 
130 
48 
95 

44 
221 

54 
138 

92 
156 

55 
63 
41 
25 

80 

57 
31 
70 
96 
60 

53 
52 
42 
23 
33 

54 
14 
109 
4 
60 

20 
60 
49 
60 
11 

12 
121 
40 
18 
46 

20 
73 
16 
68 
32 
46 

137 
111 

76 

53 

104 

89 
59 
36 
117 
117 

79 
56 
77 
44 
48 

73 
20 

170 
19 

150 

70 
45 

135 
44 
17 

18 
145 
90 
30 
49 

24 
148 
38 
70 
60 
110 

0,717 
4,023 
3,910 
1,733 
4,503 

5,226 
2,676 
2,103 
7,574 
5,798 

3,856 
3,  723 
2,664 
1,741 

2,117 

4,400 

371 

10, 186 

479 

9,340 

1,343 
1,362 
5,046 
2,686 
333 

451 

9,308 

1,855 

879 

3,259 

587 
6,505 

684 
5,  053 
2,852 
8,506 

3,399 
2,146 
2,052 
900 
2,351 

2,  724 
1,406 
1,078 
3,953 
3,030 

1,983 
1,904 
1,290 
905 
1,107 

2,280 
193 

5,149 
240 

4,503 

090 

733 

2,572 

1,427 

157 

224 

4,740 

949 

470 

1,743 

304 
3,409 

370 
2,630 
1,409 
4,150 

3,318 
1,877 
1,858 
833 
2,152 

2,502 
1,270 
1,025 
3,021 
2,702 

1,  873 
1,759 
1,374 
830 
1,010 

2, 120 
178 

5,037 
239 

4,777 

653 

629 

2,474 

1,259 

176 

227 

4,568 

906 

409 

1,516 

283 
3,096 

.308 
2,423 
1,383 
4,356 

375 
15 
27 

200 

7 

12 

175 

1              1 

i 1 

Pawnee 

1 

Phillips 

: 

00 

72 

35 
43 

Pratt  (ft) 

i 

Kawlins 

Republic 

\ 

Rice  (c) 

Rilev  (6)                             

2 
1 

1  '            1 

80 

39 

2 

35 
20 

45 

19 
2 

1 

Rush 

Russell 

Saline 

76 

25 

51 

Scott 

153 

3 

1,.350 

79 

2 

641 

21 

12  ;            9 

709 

1 

Smith 



1 

Stafford  ^b) 

■■■'1 

100 

50 

Stevens  (e) 



7 

4 

3 

Trego 

150 

75 

75 

Washington  (o 

Wichita 

26 

10 

975 

8 

3 

480 

18 

7 

515 

Woodson 

Wyandotte  (6)       

18 

8 

10 

a  Includes  unseparated  colored. 

b  Number  and  sex  of  colored  pupils  estimated. 

c  Teachers  from  report  of  county  superintendent  to  Census  Office. 


d  Colored  pupils  partly  estimated. 

e  Sex  of  teachers  estimated  on  ratio  shown  in  rest  of  state. 


INSTITUTIONS. 


69 


Table  §.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Coiitinu.Ml. 

KEIVTUCKV. 

1880.  Population 1,  648,  690.     Enrolled  in  public  common  schools 292, 427 

1890.  Population 1,  858,  635.      Enrolled  iu  public  coniniou  schools 408,  96(> 

Gain  of  population 12. 73  per  cent.     Gain  of  enrollment  in  public  common  schools 39. 85  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  KENTUCKY  FOR  THK  YEA:R  ENDED  JUNE  30,  1800. 


COUNTIES. 


Thi!  state  . 


Adair 

Alien 

Andi^rsou  . 
Ballard.... 
Barren 


Bath  .... 

Bell 

Boono . . . 
Bourbon. 
Boyd . . . . 


Boyle 

Braeken 

Breathitt 

Breckinridge . 
Bullitt 


Butler 

Caldwell  . 
Calloway . 
Caniphell  . 
Carlisle  . . 


Cari'oU  . . . 

Carter 

Casey 

Christian . 
Clark 


Clay 

Clinton 

Critte-ndeu  . . 
Cumberland. 
Daviess 


Edmonson. 

Elliott 

Estill 

Fayette  . . . 
Fleming- . . 


Floyd 

Franklin  . 
Fulton  . . . 
Gallatin . . 
Garrard  . . 


Grant.... 
Graves  . . . 
Grayson . . 

Green 

Greenup  . 


Hancock  . 
Hardin . . . 
Harlau . . . 
Harrison  . 
Hart 


Henderson  . 

Henry 

Hickman..  - 
Hopkins  ... 
JacKson 


Jefterson . . 
Jessamine. 
Johnson . . . 

Kenton 

Knott 


Knox 

Larue 

Laurel 

Lawrence  . 
Lee 


Leslie 

Letcher 

Lewis 

Lincoln 

Livingston . 


TEACHERS. 


Aggre- 
gate. 


9,041 


White. 


Total. 


7,791 


77 
48 
48 
114 

64 
57 
57 
73 
56 

48 

58 

70 

120 

47 

90 
73 
81 
127 
40 

43 
73 
73 
169 
65 

85 
39 
74 
54 
143 

54 
52 
56 
101 
81 

78 
79 
40 
29 


63 
129 
102 

68 
67 

.iO 
130 
57 
85 
94 

131 

-I   I 
55  I 
114 
60  i 

514  ; 

44] 
66  ! 
125 
48 

80 
58 
81 
86 
36 

48 
54 
85 
82 
58 


73 


54 
55 
49 
43 
54 

33 
55 
68 
105 
40 


62 

72 

126 

37 

38 
72 
68 
108 
48 

81 
36 
65 

48 
118 

49 
52 
54 
73 
74 

77 
62 
31 
25 
39 

.59 
109 
99 
52 
05 

45 
114 
55 


418 
29 
66 

115 

47 

74 
52 
81 
84 
34 

48 
54 
83 
65 
54 


Male. 


3,938 


Fe- 
male. 


3,853 


48 
23 
21 
19 
40 

31 
7 
29 
32 
30 

25 
18 
20 
51 
31 

34 
21 
46 
92 

18 

27 
27 
29 
72 
30 

28 
15 
16 
21 
73 

18 
20 
22 
63 
35 

21 
38 
15 
16 

28 

27 
45 
48 
26 
42 

18 

56 

2 

36 
30 

57 
31 
22 
50 
17 

377 
19 
12 
85 

7 

25 
25 
30 
31 

17 

18 
4 
45 
42 
22 


Colored. 


Total. 


1,250 


15 
9 
4 

8 
28 

10 
2 
8 

30 
2 

15 
3 
2 

15 

7 

7 
11 
9 
1 
3 

5 

1 

5 

61 

17 

4 
3 


25 


2 
28 

7 

1 

17 
9 
4 

16 

4 
20 

3 
16 


5 
16 

2 
12 
13 

35 
11 
11 
17 


Male. 


594 


Fe- 
male. 


656 


Aggre- 
gate. 


408,966 


932 
308 
272 
131 
511 

059 
914 
316 
675 
104 

313 
562 
546 
574 
841 

683 
236 
310 
025 
891 

020 
178 
812 
104 


672 
123 
393 
484 
652 

319 
877 
613 
720 
838 

090 
790 
902 
164 

428 

953 
361 
246 
765 
343 

280 
319 
109 
523 
537 

135 
033 
020 
422 
357 

490 
989 
989 
604 
481 

131 
296 
362 
982 
535 

663 
191 
652 
599 
614 


White. 


Total. 


354, 250 


3,314 
3,012 
2,062 
1,728 
4,388 

2,686 
1,843 
2,120 
1,390 


1,405 
2,443 
2,481 
4,141 
1,663 

3,476 
2.668 
3,961 
6,950 
1,760 

1,848 
4,143 
2,689 
3,907 
1,932 

2,508 
2,032 
3,130 
,  2,217 
5,5.34 

2,143 
2,877 
2,553 
3,177 
3,485 

3,083  I 
3,007 
1,498 
1.045 

1,  675  j 

I 
2,819  I 
0.  529 
.5,  125  i 
2,174 
3,253 

2,109 
2,740 

2,  069 
3.068 
3,892 

4,  449 
2,547 
2,  515 
4,727 
2, 357 

20, 742 
1, 225 
2,989 
6,129 
1,449 

3,978 
2,126 
4,231 
5,910 

1,474 

1,663 
2,191 
3,616 
2,825 
2,425 


Male. 


183, 145 


1,760 
1,557  I 
1,165  I 

929 
2,2:!9  ' 

1,383  ! 

953 
1,050  ; 

673  ' 
1.459 


1,311 
1,037 
1,600 
1,129 
2,854 

1,073 
1.468 
1,320 
1,550 
1,865 

1,569 

1,467 

791 

.566 

946 

1,450 
3,  462 
2,  7;i8 
1,216 
1,  6110 

1,  060 
1,223 
1,228 
1,603 
1,970 

2,298 
1,300 
1,264 
2,403 
1,294 

10, 512 

643 

1,501 

3,150 

852 

2,071 
1,132 

2,  21C 
3,426 

680 

756 
1,330 
1,845 
1,329 
1,296 


Fe- 
male. 


171, 105 


745  i 
1.276  i 
1,321  ! 

2,579  '. 
863  I 

1,767  I 
1,368 
1,985  j 
3,461 

900  , 
i 

965 
2.143  1 
1.344  I 
2,133  , 

946 


1,554 

1.455 

897 

799 

2. 149 

1,303 
890 

1,070 
717 

1,510 

660 
1,167  , 
1,160  ! 
1,562 

800 

1,709 
1.300 
1,976 
3,489 


883 
2,000 
1,345 
1,774 

986 

1,197 
995 
1,530 
1,088 
2,680 

1,070 
1,409 

1,  233 
1,627 
1,620 

1,514 

1,540 

707 

479 

729 

1,369 
3,  067 

2.  387 
958 

1,563 

1,049 
1,  523 
841 
1,465 
1,922 

2,151 
1,247 
1,  251 
2,324 
1,063 

10,230 

582 

1,488 

2,973 

597 

1,907 

994 

2, 021 

2,484 

794 

907 

861 

1,771 

1,496 

1,129 


Coloreil. 


Total. 


54,716 


618 
296 
210 
403 
1,123 

373 

71 

196 

1.285 

135 

908 

119 

65 

433 

178 

207 
568 
.349 
75 
125 

172 
35 
123 
3,197 
766 

164 

91 

261 

267 

1,118 

176 


Male. 


1,543 
353 

7 
783 
404 
119 
753 

134 
832 
121 
591 

90 

171 
573 
40 
455 
645 


486 
505 
695 


5,748 
764 


475 
32 

153 
170 
131 
72 
61 


36 

774 
189 


26, 528 


310 
166 
130 
203 
351 

195 
39 
96 

630 
67 

460 
60 
35 

287 
87 


281 
184 
35 
68 

87 

20 

57 

1,  .306 

366 


41 

140 
137 
547 

80 


28 
625 
185 

3 

361 

193 

54 

410 


411 
58 

301 
39 

87 
285 

25 
239 
307 

848 
241 
258 
347 


2,416 
331 


239 
20 


20 

365 

81 


70 


EDUCATION. 


Tabi.k  §.— SiCHOOL  KXROLLMENT.  CENSUS  OF  1890:  PUBLIC  COMMON'  SCHOOLS,  KY  COUNTIES— Continued. 

KEI¥TUl!ItV— Continued. 


TKACHKRS. 


Logan 

Lyon 

McCracken  .  - 

McLean 

Madison 

Magoffin 

Marion 

Marshall 1 

Martin 

Mason 

Mea^le 

Menifee 

Mercer 

Metcalfe 

Monroe 

Montgomery  . 

Morgan 

Muhlenberg.. 

Nelson 

Nicholas 

Ohio 

Oldham 

Owen 

Owsley 

Pendleton 

Perry 

Pike 

Powell 

Pulaski 

Kobertson 

Rockcastle  . . . 

Rowan    

Russell 

Scott 

Shelby 

Simpson 

Spencer 

Taylor 

Todd 

'i'rigK 

Trimble 

Union 

Warren 

Washington... 

Wayne ., 

Webster 

Whitley 

Wolfe 

Woodford 


Aggre- 
gate. 


1.32 
42 
80 
55 

104 

62 
S4 

57 
30 
85 

77 
30 
66 


48 
74 
105 
76 

53 

125 
33 
87 
41 
80 

47 
115 

26 
154 

26 

54 
41 
55 
70 
76 

54 
40 
60 

79 


91 


41 
51 


White 


TotaL 


!)8 
29 

60  I 

61  i 
52  1 
55 
30 
60 


29 
54 
53 
65  ! 

34 
73 
89 
00 
45 

no 

24 
79 
41 

77 

46 
113 

23 
145 

24 

53 
40 
52 
50 
55 

42 
32 
50 

55 


82 

01 

36 

33  ' 

84 

72 

1.35 

100 

72 

60  1 

93 

87 

78 
92  ' 
40 
32 


Male. 


38 
18 
22 
20 


11 
26 
35 
38 

1.5 
20 
.-)3 
19 
40 


27 
9  ' 


Fe- 
male. 


Colored. 


Total. 


Male. 


It 
1 

16 
16 


1 

1 

3 

20 

21 

12 
8 
10 
24 
21 

3 
12 
35 
12 


12 

s 
u 


Fe- 
male. 


11 

iP  1 

12  ll  4 

7  ij  7 

9  I  8 


I 


1 

u 

6 

9 
3 

8 
17 
15 


4 

3 

13  1. 
0  ! 


22 


1  1 

io  1) 

7  4 

a 
i 


10 

(i 


3 
3 
13 


13 


Aggre- 
gate. 


5,  042 
2,003 
4,417 
2,774 
4,424 

2,797 
2,923 
3,  034 
1,100 
3,602 

2.786 
1,389 
3,  261 
2,700 
3.206 

2,413 
3,120 
4,313 
2,608 
2,  466 

0,188 
1,145 

3,952 
1,724 
4,041 

1.261 
4,221 
1,038 
7,209 
1,710 

2,507 

1.  650 

2.  308 
2,  805 
2,  740 

2,565 
1.516 

2,  822 
3,847 
2,916 

1,592 
3,941 
6,594 
3,269 
3,767 

4.625 
4,697 
1,880 
1,957 


AVhite. 


Total. 


3.743 
1,512 
3,  308 
2,  637 
3, 139 

2,  782 
2,411 
2,  948 
1,100 
2,  833 

2,  390 

1,  373 
2,658 
2,482 
2,985 

1,709 
3,101 

3,  771 
2, 145 

2,  208 

.-,,  851 
796 

3,  564 
1,724 
3,  9.50 

1,214 
4,196 
967 
0.  865 
1,645 

2,466 
1,626 

2.  2!J8 
1.904 
2,010 

1,882 
1,240 
2,  130 
2,  272 
2,124 

1,.533 
3,341 
4,831 
2,935 
3,637 

4,073 
4, 538 
1,852 
1,224 


Male. 


2,075 
797 
1,598 
1.394 
1.  608 

1,425 
1.216 
1.49H 
650 
1,  313 

1.253 
755 
1,  423 
1.290 
1,645 

902 
1,591 
1,994 
1,091 
1,  1,51 

2.819 
409 

1.569 
940 

1,995 

592 
2,435 

486 
3,524 

700 

1,515 
824 

1,242 
990 

1,018 

970 

600 

1,015 

1,186 

1,116 

687 
1.760 
2,436 
1,451 
1,912 

2,009 
2,394  : 


Fe- 
male. 


1,668 
715 
1,710 
1,243 
1,531 

1,357 
1,195 
1,450 
450 
l.,520 

1,143 
618 
1,235 
1, 192 
1,340 

807 
1,510 
1,777 
1,054 
1,057 

3,  032 
387 

1,995 
784 

1,955 

622 
1,761 

481 
3,341 

945 

951 
802 
1,016 
974 
992 

912 

640 

1,115 

1,086 

1,008 

846 
1,  !J81 
2,395 
1,484 
1,725 

2,004 

2,144 

957 


I; 


Total, 


Colored, 


Male. 


1,299 

491  t 
1, 109  I 

137 
1.285 

15 

512  i 

86  I 


390  il 
16  ! 
603 
218    ■ 
221 

704  ti 

19  [ 

463 

258 

317 
349 

388    j 


47 

25 

71 

344 


41 

24 

50 

901 

730 

683 

276 

692 

1.575 

792  i 

.59  ■ 

600 

1,763 

334 

130 

552 
159 
28 
733 


C66 
254 
S53 

85 
044 

7 
267 
46 


Fe- 
male. 


633 
237 
5.50 
52 
641 

8 

245 

40 


189 
8 
256 
117 
105 


244 
225 
140 

142 
173 
180 


24 

8 

34 

200 

30 

14 

12 

25 
432 
374 

338 
144 
315 

771 
4111 

25 
280 
826 
163 

02 

263 

77  I 

13  ; 

401  I 


400 

2111 
8 
347 
101 
116 

349 
12 
298 
238 
118 

175 
176 
208 


45 

23 
17 
37 
144 
35 

27 
12 
25 


:)45 
132 
377 
804 
391 

34 
314 
937 
171 

08 

289 
82 
15 

332 


INSTITUTIONS. 


71 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

I^OUISIANA. 

1880.  Population 939,946.     Enrolled  in  public  common  schools 81,012 

1890.  Population 1,118,587.     Enrolled  in  public  common  schools 124,372 

(iain  of  population 19.01  per  cent.     Gain  of  enrollment  in  public  common  schools 53.52  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  LOUISIANA  FOK  THE  YEAR  ENDED  DECEMBER  31,  1889. 


The  State  , 


Acadia 

Ascension  . . . 
Assumption. 
Avoyelles  . . . 
Bienville 


Bossier  - . . 

Caddo 

Calcasieu. 
Caldwell  . 
Cameron  . 


Catahoula 

Claiborne 

Concordia 

De  Soto 

East  ISaton  Konge . 


East  Carroll 

East  Feliciana. 

Franklin 

Grant 

Iberia 


Iberville . . . 

•lax'kson 

Jefferson . . 
Lafayette  . 
Lafourche  . 


Lincoln  

Livingston  ... 

Madison 

Morehouse 

Natchitoches . 


Orleans 

Ouachita 

Plaquemines  .. 
Pointe  (3oupee. 
Rapides 


Red  River... 

Richland 

Sabine 

St.  Bernard  . 
St.  Charles  . 


St.  Helena 

St.  James 

St.  John  the  Baptist  . 

St.  Landry 

St.  Martin 


St.  Mary 

St.  Tammany. 
Tangipahoa  . . 

Tensas  

Terrebonne  . . 


Union 

Vermilion . . . 

Vernon  

Washington. 
AVebster 


"West  Baton  Rouge. 

West  Carroll 

West  Feliciana 

Winn 


Aggre- 
gate. 


2,678 


65 
50 
19 
16 

55 
85 
22 

77  ( 

56 : 

i 
27  I 
43  I 
13  j 
32  ! 
32  1 

50 

38 

21 

19 

47 

/ 

67 

26 

26 

49 

41 


38 
48 
78 

35 
21 
28 
13 
15 

34 
17 
17 
54 
23 

61 
37 
54 
36 
46 


25 
49 
26 
60 

16 
22 

27  I 
35  I 


Whit*. 

Total. 

Male. 

Fe- 
male. 

1,922 

718 

1.204 

35 

21 

14 

22 

8 

14 

19 

12 

7 

34 

18 

16 

15 

9 

6 

35 

20 

15 

30 

9 

21 

48 

32 

16 

12 

5 

7 

13 

5 

8 

41 

24 

17 

57 

26 

31 

9 

i     3 

6 

53 

'    13 

40 

39 

1     5 

34 

7 

2 

5 

28 

5 

23 

10 

4 

6 

27 

14 

13 

24 

16 

8 

17 

1 

16 

31 

21 

10 

21 

2 

19 

15 

10 

5 

36 

17 

19 

47 

27 

20 

23 

8 

15 

10 

10 

29 

10 

19 

33 

16 

17 

407 

in 

;i88 

19 

6 

13 

23 

10 

13 

29 

10 

19 

65 

28 

37 

23 

11 

12 

14 

6 

8 

22 

13 

9 

10 

3 

7 

6 

6 

21 

8 

13 

9 

6 

3 

11 

7 

4 

40 

9 

31 

16 

U 

5 

24 

5 

19 

25 

10 

15 

41 

16 

25 

10 

3 

7 

30 

15 

15 

62 

34 

28 

21 

16 

5 

46 

36 

10 

17 

14 

3 

39 

20 

19 

11 

4 

7 

17 

12 

5 

11 

1 

10 

33 

22 

11 

Colored. 


Total. 


756 


17 
8 

21 
2 

25 

35 

2 

7 

a 

14 
28 
13 
24 
17 

20 
15 
3 
5 


13 
8 
6 

14 

7 

37 
12 
13 
26 
16 

26 
4 
3 
9 

21 

5 
5 
16 
2 


Male. 


513 


Fe- 
male. 


243 


12 


Agere 


gre- 
ite. 


124, 372 


836 
1,700 
1.124 
2.617  ! 

915 ; 


2.196 
2,410 
1,951 
2,275 
372 


1,825  ■! 
3,766  ij 
941  I 
2,530  i 
1,628  ;| 

1,395  '\ 

1,292  '■' 

.555  i 

1,333  J 

1.939  |l 

1,  965  i 
1,426  : 
1.021  ; 

■  574  i 

1.940  I 

2,579  ; 
712  ; 
1,230 
8,805 
6,  835 

21,136 
1,618 
1,369 
1,268 
2,797  : 
! 

1,219  I 
458  I 

3.318  I 
371 
848 

1,224 

1,070 
810 

1.847 
987 


!■ 


2,748 
1.306 
1.988 
1,791 
2,153 

3,312 
698 
3,181 
1,033 
2.241 

396 

557 

921 

1,220 


Total. 


74,988 


836 

779 

586 

1,377 

769 

905 

865 

1,886 

1,100 


1,341 
2,5.32 
179 
1,329 
1.006 

160 

507 

220 

998 

1,245 

349 

1,024 

585 

374 

1,302 

1,761 

620 

159 

4,  320 

5,006 

16,  278 
,'">92 
670 
560 

2,261 

641 

219 

2.732 

170 

169 

565 
325 
362 
1,166 
611 

720 
791 

1,307 
171 

1,103 

2,068 
554 

2,  992 
631 

1,066 

236 

261 

215 

1,115 


White. 


Male. 


Fe- 
male. 


38,619  I      36,369 


501  i 

386 

360 

874 

433 

465 
470 
1,033 
570 
157 

728 

1.320 

83 

664 

494 

84 
248 
102 
545 


179 
556 
294 
230 
692 

866 

315 

68 

2,065 

2,581 

7,508 
330 
398 
267 

1, 162 

331 

118 

1,.S43 

86 

92 

285 
200 
212 
671 

375  j 

356 
423 
658 
85 
617 

1,057 
397 

1,646 
334 
566 

107 
147 
114 
677 


335 
393 
226 
503 
336 

440 
395 
853 
530 
151 

613 

1,212 

96 

665 

512 

76 
259 
118 
453 
551 

170 
468 
291 
144 
610 


305 
91  ' 
2,255 
2,425 

8,770 
262 
272 
302 

1,099 

310 
101 

1,389 
84 
77 

280 
125 
150 
495 
236 

364 
368 
649 
86 
486 

1,011 

157 

1,346 

297 

500 

129 
114 
101 
438 


Total. 


Colored. 


Male. 


i     Fe- 


49,384 


921 

538 

1,240 

146 

1,291 
1.545 

65 
1,175 

64 

484 
1,234 

762 
1,201 

622 

1,235 
785 
135 
335 


1,616 
402 
436 
200 
638 

818 

92 

1,071 

4,485 

1,829 

4,858 

1,026 

699 

699 

536 

578 
239 
586 
201 
679 


745 
448 
681 
376 

2,028 

515 

681 

1,620 

1,C50 

1,244 
144 
189 
402 

1,175 


male. 
24, 999  I  24, 385 


I 
160  ! 
296  j 
706  I 
105  I 


481 

281 

670 

67 

704 
747 

31 
570  ; 

27 

250 
060 
366 
538 
309 

641 
369 
68 
161 
338 

805 
216 
208 
124  I 
318  I 

408  ' 

44  I 
536  i 
2,290 
1,014  : 

2,397  j 
453 
378  I 
333 
268 

297 
115 
296 
110 
338  I 

338 
422 
264 
374 
219 

1,029 
259 
283 
790 
556 

655 
92 

83  I 
185 
583 

82  i 
143  I 
356 


44(1 

257 

570 

79 

587 
798 

34 
605 

37 

234 
574 
396 
663 
313 

594 
416 
67 
174 
356 

811 
186 
228 
76 
320 

410 

48 

535 

2,195 

815 

2,461 
573 
321 
366 
268 

281 
124 
290 
91 
341 

321 
323 
184 
307 
157 


256 
398 
830 
494 

589 
52 
106 
217 
592 

78 
153 
350 

45 


.> 


72 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

inAINK. 

1880.  Population 648,936.     Enrolled  in  public  common  schools 150,811 

1890.  Population 661,086.     Enrolled  in  public  common  schools 139,679 

Gain  of  population 1.87  per  cent.     Loss  of  enrollment  in  public  common  schools 7.38  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  MAINE  FOR  THE  YEAR  ENDED  APRIL  1,  1890. 


TEACHERS. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre 
gate. 

White,  (o) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  State 

6,080 

6,080 

&1,412 

ci,  668 

139,679 

139, 569 

68,691 

70,878 

110 

58              52 

314 
515 
629 
239 
400 

425 
257 
260 
441 
684 

182 
145 
368 
385 
384 
452 

314 
515 
629 
239 
400 

425 
257 
260 
441 
684 

182 
145 
368 
385 
384 
452 

7,771 
13,313 

17,090 
4,052 
9.579 

10,  201 
7,308 
4,782 
7,356 

14,  885 

3,551 

4,379 
6.910 
6,  .533 
11,003 
10,968 
1 

7,764 

13, 313 

17,  058 

4,052 

9,  579 

10,177 
7,304 
4,779 
7,352 

14,  874 

3,  551 

4,  362 
6,  910 
0,529 

10,  999 
10,966 

3,831 
6,907 
8,616 
2,015 
4,543 

4,994 
3,463 
2.297 
3  577 

3,933 
6,406 

8,442 
2,037 
5,036 

5,183 
3,841 
2,482 
:i  77.1 

7 



4  j             3 

A  roostook 

98          41' 

Cumberland 

112 
61 
115 

80 

69 

81 

125 

146 

38 

517 
178 
285 

345 
188 
179 
316 
538 

14i 

32 

24               8 

Franklin 

Hancock  

1 

Kennebec 

24 

2 

3 

4 

dll 

10  '             14 

Knox 

\                  I 

Lincoln  

I                 2 

Oxford 

Penobscot 

7,386  1        7,488 

1 
1.699  :        1,852 

2,  021           2,  341 

3,  570           3,  340 
3. 162           3,  367 
6,514  !        .5,485 
5, 096          5  870 

G  ;           ^ 

20           1  '-T 

17 

6 

S(nii('raet 

72 
132 
102 
105 

296 
253 
282 
347 



Waldo 

! 

4 

4 
•2 

2 

1 

2 

Wiishinjjton 

3 

York 

2 

MARVr.AIVD. 


1880.  Population 934,  943. 

1890.  Population 1,  042,  390. 

Gain  of  population 11.49  i)er  cent. 


Enrolled  in  public  common  schools 149,981 

Enrolled  in  public  commou  schools 184,  251 

Gain  of  enrollment  in  public  common  schools 22.  85  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  MARYLAND  FOR  THE  YEAR  ENDED  JULY  31,  1890. 


The  State... 

Allegany 

Anne  Arundel  (c) 

Baltimore 

Baltimore  city 

Calvert 

Caroline  

Carroll 

Cecil  (e) 

Charle-s 

Dorchester 

Frederick 

Garrett 

Harford 

Howard  (e)   

Kent 

Montgomery  (e)  . 
Prince  George  (c) 

Queen  Anne 

Saint  Mary 

Somerset 

Talbot 

Waabington 

Wicomi<--o 

Worcester 


TEACHERS. 


Aggre 
gate. 


White. 


Colored. 


Total.     Male. 


480 


207 


a  Iijcludesunseparated  colored. 

b  Number  of  male  teachers  employed  in  fall  and  winter  terms. 

c  Number  of  female  teachers  employed  in  spring  and  summer  terms. 


Fe- 
male. 


273 


Aggre 
gate. 


184,251 


8,357 

4,666 

11, 302 

63, 545 

2,099 

3,733 
6,836 
5,538 
2,956 
5,496 

10,  345 
3,473 
5,999 
3,053 
3,692 

5,737 
4,  724 
4,204 
2,  796 
4,466 

4,085 
8,719 
4,473 
3,957 


White. 


Total. 


148, 224 


8,099 
2,675 
9.788 
54, 247 
1,111 

2,676 
6,386 
4,800 
1,586 
3,665 

9,051 
3,441 
4,839 
2,276 
2,354 

3,773 
2,737 
2,964 
1,585 
2,930 

2,700 
8,175 
3,440 
2,866 


Male. 


76,  288 


3,978 

1,377 

5,273 

27,117 

598 

1,458 
3,347 
2,471 
859 
1,904 

4,942 
1,812 
2,421 
1,171 
1,253 


Fe- 
male. 


71,936 


4,121 

1,298 

4,515 

27, 130 

513 

1,218 
3,039 
2,329 
727 
1,761 

4,109 
1,629 
2,418 
1,105 
1,101 


Colored. 


1,942 

1,831 

1,964 

1,409 

1,328  ' 

1,987 

1,591 

1,373 

1,240 

864 

721 

1,211 

1,427 

1,503 

1,536 

1,436 

1,324 

1,325 

4,496 

3,679 

544 

1,667 

.  1,  773 

1,033 

1,475 

ki391 

1,091 

Total. 


36, 027 


258 
1,991 
1,514 
9,298 

988 

1,057 

450 

738 

1,370 

1,831 

1,294 

32 

1,160 

777 

1,338 


Male. 


17, 932 


d  Indians. 

e  Sex  calculated  by  the  ratio  siu)wn  in  the  rest  of  the  state. 


138 
991 
779 
4,234 
560 

604 
237 
367 
642 
952 

659 

8 

628 

387 


978 
989 
702 
580 
741 


299 
525 
543 


Fe- 
male. 


18,095 


120 
1,000 

735 

5,064 

42e 

453 
213 
371 
728 
879 

633 
24 
532 
390 
640 


588 
631 
795 

634 

245 

508  . 
548 


INSTITUTIONS. 


73 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES-Continued. 

inA88ACIIU8ETTS. 

18?0.  Population 1,783,083.     Enrollert  in  public  comniou  schools 316,630 

1890.  Population 2, 238, 943.     Enrolled  in  public  common  schools 371, 492 

Gain  of  population 25.57  per  cent.     Gain  of  enrollment  in  public  common  schools 17.  33  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  MASSACHUSETTS  FOR  THE  YEAR  ENDED  MAY  1,  1890. 


TEACHERS 

. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 
368, 899 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  State    

10,324 

10,317 

1,017 

9,300 

7 

7 

371, 492 

187, 478 

181,421 

2,593 

1,257 

1,336 

222 

562 

827 

32 

1,186 

395 

669 

405 

1,853 

U 

621 

531 

1,486 

222 

562 

827 

32 

1,185 

395 

668 

405 

1,853 

14 

621 

531 

1,483 

1,519 

48 
64 
63 
6 
90 

32 
57 
34 
163 

174 

498 

764 

26 

1,095 

363 

Oil 

371 

1  «gn 

5,377 
15,  826 

29,  956 

637 

45,  210 

1 

7,556 

20,656 

9,725 

73. 109 

375 

21,954 
15,962 
75, 153 
49,996 

5,365 

15.618 

29,647 

590 

45,065 

7, 551 
20,420 

9,  710 

72,  977 

369 

21,  917 
15, 926 
74,001 
49,  743 

2,795 
7,079 

15,112 
263 

22,  349 

3,864 
10, 474 

2,570 
7,939 

14, 535 
327 

22,716 

3,687 
a  sun 

12 
208 
309 

47 
145 

5 

236 

15 

132 

B 

37 

36 

1,152 

253 

9 

102 

133 

24 

74 

3 

106 

Bristol 

176 

23 

Kssex  

1 

1  1 
1 

71 

3                 *' 

Hampden 

1 

1 

116             120 

4  750  '        i  960 

7  1              8 

! 

37,763 
154 

10,  825 
8  113 

.35.  214 
215 

11,092 
7  8ia 

67  ■            6-'» 

1             13 

86           535 
62             469 

1 

3 

18 

17 

560 

124 

3 

Korfolk                       

19 

19 

Suti'olk 

178 
133 

1,305 
1,386 

.3 
2 

3 
2 

38,855  '      3.VT4B 

592 

Worcester 

1,521 

24,  482 

25, 261 

129 

.^IICHIOAIV. 


1880.  Population 1, 636, 937. 

1890.  Population 2,  093, 889. 

Gain  of  population 27. 92  jier  cent. 


Enrolled  in  public  common  schools 362, 459 

Enrolled  in  public  common  schools 427,  032 

Gain  of  enrollment  in  public  common  schools 17. 82  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  MICHIGAN  FOR  THE  YEAR  ENDED  SEPTEMBER  1,  1890. 


The  State . 


Alcona . . 
Aleer .-. 
Allegan  . 
Alpena. . 
Antrim  - 


Arenac- 
Baraga . 
Barry  .  - 
Bay  - . . . 
Benzie  . . 


Berrien 

Branch 

Calhoun 

Cass 

Charlevoix  . 

Cheboygan . 
Chippewa  -  - 

Clare 

Clinton 

Crawford  .- 


Delta  .  -  - . 
Eaton  . . . 
Emnjet  - . 
Genesee . 
Gladwin 


Gogebic 

(irand  Traverse - 

(Jratiot 

Hillsdale 

Houghton 


Huron  . . 
Ingham  . 

Ionia 

Iosco 

Iron 


TEACHERS. 


Aggre- 
gate. 


15,990 


31 
13 

399 
82 
133 

38 

17 

324 

211 

81 

340 
329 
412 
249 
119 

80 
59 

74 

272 

56 

70 
361 

95 
373 

38 


White,  (a) 


Total,  h  Male. 


15,990    I    3,561 


31 
13 

399 
82 
133 

38 

17 

324 

211 

81 

340 
329 

119' 


^ 


80  I 
59  i 

74  j 

272  ! 

56 

70  i 
361  ! 

95 
373 

38 


13 

3 
92 

5 

37 

10 
4 
97 
27 
12 

81 
80 
84 
78 
27 

22 
21 

13  I 
73  1 

12  I 

13  i 


Fe- 
male. 


12,429 


28 

28 

4 

128 

128 

19 

298 

298 

78 

402 

402 

115  I 

135 

135 

21 

135 

135 

1          *2 

375 

375 

83 

315 

315 

73 

66 

66 

5 

19 

19 

2 

18 
10 
307 
77 
96 

28 

13 

227 

184 


259 
240 
328 
171 
S2 

58 
38 
61 
199 
44 


57 

86  I        275 

16  I         79 

88  285 

6  32 


24 
109 
220 
287 
114 

93 
292 
242 

61 

17 


Colored. 


Total. 


Male. 


Fe- 
male. 


Aggre- 
gace. 


427, 032 


1,008 
212 
9.455 
2,  486 
2,502 

1,277 
750 
5,934 
9.770 
1,405 

9,371 
6,119 
9,161 
4,890 
2,321 

2,295 
2,168 
1,477 
5.977 
590 

2,530 
7.788 
1.663  ] 
8.867  : 
725  I 

1,740 
2.917  ■ 
7,470 
6.936 
6.560 

6,500 
8.180 
7.404 
2,2.32 
847 


PUPILS  (BETWEEN  5  AND  20  TEARS  OF  AGE). 


White,  (a) 


Total, 


425,325 


1,008 

199 

9. 403 

2,486 
2,501 

1,262 
745 
5,928 
9,718 
1,391 

9,331 
6,107 
9,089 
4,746 
2,310 

2,287 
2,163 
1,472 
5,  972 
590 

2,530 
7,782 
1.547 
8. 824 
725 

1. 738 
2.909 
7.  4.'J8 
«,  936 
6,558 

6.500 
8. 114 
7.398 
2.230 
847 


Male. 


Fe- 
male. 


216,470 


533 
81 

4,814 
1,201 
1.206 

596 

361 

3,069 

4.  910 

720 

4,808 
2,865 
4,  942 
2,514 
1,123 

1,231 
1,151 

741 
3.011 

300 

1,225 
3.  903 

739 
4.285 

351 

879 
1 , 5.->7 
3.  791 
3,501 
3,  177 

3,359 
4,071 
3,866 
1.116 
508 


208,855 


475 
118 

4,589 
1,285 
1,295 


384 
2.859 
4.808 

671 

4,523 

3,  242 
4,147 
2,232 
1,187 

1,056 
1,012 

731 
2,961 

290 

1,305 
3,  879 

808 
4,539 

374 

859 
1.352 
3,067 
3,  435 
3,381 

3.141 
4.043 
3,532 
1.114 
339 


Colored. 


Total. 


61, 707 


cl3 

652 


cl5 
5 
6 

652 
14 

40 

12 

72 

144 

cU 


6 

6116 

643 


72 
6 
2 


Male. 


8 
33 


3 

3 

29 

2 


45 

82 
5 

3 
5 
2 
4 


Fe- 
male. 


27 
3 
1 


5 

19 


7 
2 
3 
23 
12 

17 
7 

27 

62 

6 


2 
52 
23 


45 
3 
1 


a  Includes  unseparated  colore<l. 


6  Part  Indians. 


c  Indians. 


74 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  15Y  COUNTIES— Coutiuue.l. 

MICmOAN— (Jontiuued. 


TEACHERS. 

PUPILS  (BETWEEN  5 

AND  20  YEABS  OF  AGE). 

COUNTIES. 

Aggre- 
gate. 

■\\Tiite.  (o) 

Colored. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

639 
113 
96 

Male. 

21 
57 
44 

Fe- 
male. 

192 
435 
360 
93 
690 

13 

65 
248 

80 
480 

302 
13 
56 
185 
139 

7 
128 
118 
177 
114 

110 

74 
269. 
331 

.33 

264 
204 
412 
170 
59 

28 
157 

40 

67 
251 

39 

29  I 
414  [ 
300 
301 

190 
33 

287 
248 

334 
401 
702 
131 

192 
435 
360 
93 
690 

13 
65 

248 
80 

480 

302 
13 
56 
185 
139 

7 
128 
118 
177 
114 

110 

74 

269 

331 

33 

264 
204 
412 
170 
59 

28 
157 
40 
67 
251 

39 

29 

414 

300- 

301 

190 

33 

287 

248 

334 
401 
762 
131 

49 
93 
66 
24 
105 

4 
20 
68 
13 
108 

87 
2 
12 
47 
31 

26" 

24 
30 
11 

18 
23 
72 
54 
9 

40 
37 
97 
46 
15 

9 
31 
12 
17 
57 

25 
3 

83 
52 
65 

81 
13 
75 
65 

89 
95 
95 
24 

143 
342 
294 
69 
585 

9 
45 

180 
67 

372 

215 

11 

44 

138 

108 

7 

108 

94 

147 

100 

92 

51 

197 

277 

24 

224 
167 
315 
124 
44 

19 
126 
28 
50 
194 

14 

26 

331 

248 

236 

109 

20 

212 

183 

245 
306 
667 
107 

4.446 
9, 203 
7,897 
1,286 
21,711 

531 
1,440 
7,559 
1,781 
10.196 

5,266 
352 
1,470 
6,206 
4,317 

221 
6,618 
4,113 
5,023 
5,132 

2,604 
1,072 
7,071 
7,873 
322 

9,446 
4,680 
8,813 
4,088 
1,124 

635 

3.870 

348 

951 

9,041 

896 

393 

15,  536 

11,  062 

6,  013 

8.650 
583 
7,268  ■ 
7,903 

7,571  ' 
8,916  , 
31.250 
2,  692  1 

4,407 
9,090 
7,801 
1,286 
21,703 

531 

1,440 

7,556 

1,696 

10, 107 

5,266 
352 
1,441 
6,263 
4,311 

221 
6,601 
4,092 
4.912 
5. 128 

2,598 
1,072 
7,056 
7,864 
322 

9,440 
4,657 
8,798 
4,067 
1.124 

635 
3,867 

346 
■  951 
9,028 

890 

393 

15,  520 

11.  058 

5.987 

8,646 

583 

7.265 

7,  892 

7,459 

8,  825 
31.228 

2,686 

2,221 
4,422 
4,054 
683 
10,908 

259 
705 

3,823 
874 

5,242 

2,580 

164 

757 

3,155 

2,305 

109 
3,  313 
2,213 
2.565 
2,  692 

1,340 

511 

3,707 

3.884 

172 

4,732 
2,404 
4,405 
2,041 
565 

335 

1,991 

172 

472 

4,621 

472 

233 

7,954 

5,791 

2,987 

4,453 

291 

3,667 

4,062 

3,765 

4,529 

15,994 

1,371 

2,186 
4,668 
3,747 
603 
10,795 

272 
735 

3,733 
822 

4,925 

2,686 

188 

684 

3,108 

2,006 

112 
3.  288 
1.879 
2,347 
2.436 

1,2.58 

,561 

3.349 

3.980 

150 

4,708 
2,253 
4,393 
2,026 
559 

300 

1,876 

174 

479 

4,407 

418 

160 

7,566 

5,267 

3,000 

4,193 

292 

3,598 

3,830 

3,694 
4,296 
15,234 
1,315  1 

1 

18 
56 
52 

Kent 

8 

4 

4 

Keweenaw 

Lake 





3 
685 
,  29 

1 
41 
17 

2 

A4 

Leelanaw 

<!29 
3 
6 

20 
3 
4 

9 

17 

621 

111 

4 

6 

6 
13 
56 

2 

1 

55 

MenomiDee 

2 

5 

Missaukee 

15 
9 

I 

6 

Montcalm 

4 

6 

623 

15 

621 

3 
13 

7 
12 

3 

Newayjxo , 

10 

Oakland 

8 

Oceana 

9 

Osceola 

3 
2 

2 
2 

1 

Oscoda 

Ottawa 

13 

7 
3 

(i 

Presque  Isle 

3 

Sa"inaw 

'I 
26 

4 

7 
2 
16 

2 

q 

St. Clair 

2 

10 

Sanilac 

2 

3 
11 

112 

91 

22 

6 

1 

1 
5 

61 
48 
12 

1 

2 

6 

Van  Buren 

5i 

Washtenaw 

43 

A\  ayne 

10 

AVexford 

5 

•  •■" 

a  Includes  unseparated  colored. 


0  Fart  ludiaus. 


c  Indian  H. 


INSTITUTIONS. 


(O 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUHLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

miNIVESOTA. 

1880.  Population 780, 773.      Enrolled  in  public  common  schools 186, 544 

1890.  Population 1,301,826.       Enrolled  in  pnblic  common  schools 281,859 

Gain  of  population 66.74  per  cent.       Gain  of  enrollment  in  public  common  schools 51. 10  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  MINNESOTA  FOR  THE  YEAR  ENDED  .JULY  31,  1890. 


TEACHERS. 


Aggre- 
gate. 


The  State  . 

Aitkin 

Anoka 

Becker 

Benton  

Bigstone 

Blue  Earth 

Brown 

Carlton 

Carver  

Cass 

Chippewa 

Chisago 

Clay - 

Cottonwood 

Crow  Wing 

Dakota 

Dodge 

Douglas 

Faribault 

Fillmore 

Freeborn 

Goodlme 

Grant 

Hennepin 

Houston 

Hubbard 

Isanti 

Itasca 

Jackson 

Kanabec 

Kandiyohi 

Kittson 

Lac  qui  Parle  . . . 

Lake 

Lesueur 

Lincoln 

Lyon 

BricLeod 

Marshall 

Martin 

Meeker 

Millelacs 

Morrison 

Mower 

Murray 

Nicollet 

Nobles 

Norman 

Olmsted 

Ottertall 

Pine 

Pipestone 

Polk 

Pope 

Banisey 

Eedwood 

Kenville 

Eico 

Koek 

St.  Louis 

S(»tt 

Sherburne 

Sibley 

Stearns  

Steele 

Stevens  

Swift 

Todd 

Traverse 

Wabasha 

Wadena 

Waseca 

Washington 

Watonwan 

Wilkin 

Winona 

Wright 

Yellow  Medicine 


8,947 


White,  (a) 


Total. 


216  ; 

92  i 

18  j 


193 
91 

75 

110  I 
92  ' 
179 
256 

23 

74 
228 
107 
595 

68 
125 
181 

74 

124 

77 

54 

90 
174 
113 

69 

82 
103 

49 
157 

46 
118 
137 

58 

38 
202 
166 

76 


14 

80 

90 

35 

00 

i 

216  i 

92 

18 

81 

9 


94 

75 
110 

92 
179 
256 

23 

74 

228 

107 

593 


125 
181 
74 
124 

77 
54 
90 
174 
113 

69 
82 

103 
49 

157 

46 
118 
137 

58 

38 
202 
166 

76 


Male. 


2,114 


79 

79 

58 

58  : 

90 

90 

86 

86 

59 

59 

187 

187 

130 

130 

94 

:    94 

235 

235 

280 

280 

160 

1>39 

223 

223 

.58 

58 

734 

734 

132 

132 

16 

16 

.58 

1    58 

1 

1 

110 

110 

23 

23 

96 

96 

30 

30 

62 

62 

4 

4 

151 

151 

67 

1         67 

110 

110 

119 

119 

43 

43 

106 

106 

134 

1   134 

20 

!    20 

81 

81 

45 

45 
6 

30 
1 

22 
16 
18 

28 

8 

37 

c35 

25 

41 

c80 

39 
62 
9 
103 
36 

4 
4 


Fe- 
male. 


6,831 


c28 

14 

17 

2 

45 

22 
cl5 
38 
IS 
30 

33 
4 
17 
34 
19 

18 
27 
36 
35 

72  I 

7 

14  : 

43 

49 

c95 

14  ■' 
30 
33  ; 
18  I 

20  I 

26  i 
U  j 
34 
89  : 
i;20 

9 
34 
40 


7 

6 

23 

13 

7 
37 
42 
31 


12 

73 
52 
28 
152 

171 

47 
12 
51 
8 

57 
42 
72 
58 
51 

150 

<!95 

69 

194 

c20C 

130 
161 

49 
631 

96 

12 
.54 
1 
76 
23 

c68 

16 

45 

2 

106 

45 
c95 
81 
25 
76 

101 
16 
64 

159 
75 

57 

83 

56 

144 

184 

16 
60 

185 
58  ' 
<;498  I 

54 

95 
148 

56 
104  j 

51  I 
43 
56 
85 
c93 

60 
48 
63 
41 

117 

39 
112 
114 

45 

31 
165 
124 

45 


Colored. 


Total. 


Male. 


Fe- 
male. 


Aggre- 
gate. 


281,859 


385 
2,414 
2,608 
1,259 
1.459 

6,838 
3,660 

710 
3,244 

277 

2,164 
2,493 
2,421 
1,781 
1,904 

4,308 
2,981 

3,  779 
4,589 
7,543 

5,137 
7,465 
1,727 
27,034 
3,922 

406 

2,037 

20 

2,376 

382 

2,983 
1,000 
2,715 
155 
4,997 

1,557 
2,971 
4,704 
2,180 
2,491 

4,  .508 
563 

2,957 
4,684 
2,087 

3,018 
2,258 
2,729 
4,959 
9,463 

776 

1,506 

7,446 

2,625 

17,  567 

2,519 
4,805 
5,988 
1,770 
4,597 

2,630 
1,377 
3,723 
8,241 
3,419 

1,395 
2,953 
3,435 
1,164 
4,569 

1,108 
3,696 
4,772 
1,843 

1,117 
7,402 
6,324 
2,790 


White,  (a) 


Total. 


281,876 


385 

2,407  ! 
2,608 
1,259 
1,458 

6,837 
3,660 

710 
3,244 

277 


2,164 
2,493 
2,421 
1,780 
1,904 

4,308 
2,  981  ■ 
3,779 
4,589 
7,543 

5,137 
7,465 
1,727 
27,  030 
3,922 

406 

2.037 

20 

2.375 

377 

2,983 
1,000 
2.715 
155 
4,997 

1,557 
2,971 
4,704 
2,180 
2, 491 

4,508 
563 
2,957 
4,684 
2,087 

3,018 
2,  258 
2,729 
4,957 
9,463 

776 
1,506 
7,446 
2,  625 
17,447 

2,515 
4,805 
5,978 
1,770 
4,591 

2,  628 
1,377 
3,723 
8,239 
3,419 

1,395 
2,953 
3,4a5 
1,164 
4,569 

1,108 
3,696 
4,755 
1,843 

1,117 
7,402 
6,324 
2,790 


Male. 


145,249 


193 

1,181 

1,321 

643 

793 

3,422 
1,947 

367 
1.747 

138 

1,127 

1,276 

1, 205 

960 

964 

2,331 
1,484 
1,922 
2,373 
3,863 

2,686 

3,824 

928 

13, 933 

2,105 

193 

1,082 

8 

1,  241 

221 

1,589 

524 

1,496 

71 

2,511 

8.39 
1,628 
2,377 
1,159 
1,256 

2,244  ' 

284 
1,551  ! 
2,372  I 
1,113 

1,698 
1,181 
1,478 
2,561  i 
5,013  1 

410  i 

792  j 

3,891  ! 

1,361  I 

8,718 

1,301 
2,429 
3,067 
935 
2,379 

1,379 
697 
2,070 
4,045 
1,740 

737 
1,538 
1,810 

618 
2,338 

517 

1,  854 

2,  325 
956 

579 
3,508 
3,280 
1,552 


Fe- 
male. 


136,427 


192 

1,226 

1,287 

616 

665 

3,415 
1,713 

343 
1,497 

139 

1,037 

1,217 

1,216 

820 

940 

1,977 
1,497 
1,857 
2,216 
3,680 

2,451 

3,641 

799 

13,097  i 

1,817 

213 

955 

12 

1,134 

156 

1.394 

476 

1,219 

84 

2,486 

718 
1,343 
2,327 
1,021 
1,235 

2,264 

279 

1,406 

2,312 

974 

1,320 
1,077 
1,251 
2.396 
4,450 

366 

714 

3,555 

1,264 

8,  729 

1,214 
2,376 
2,911 
835 
2,  212 

1,249 
680 
653 
194 
679 

658 
415 
625 
546 
231 

591 

842 
430 
887 

538 
894 
044 
238 


Colored. 


Total. 


183 


120 

4 

"io 
'"h 


Male. 


93 


61 


17 


58 


Fe- 
male. 


90 


62 
2 

5 


a  Includes  uuseparated  colored. 


b  Indian. 


c  Kstimated  in  report. 


76 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Contiuued. 

1880.  Population 1, 131, 597.     Enrolled  in  public  common  schools 237, 065 

1890.  Population 1,  289,  600.     Enrolled  in  public  common  schools 334, 168 

Gain  of  population 13.  96  per  cent.     Gain  of  enrollment  in  public  common  schools 40.96  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  MISSISSIPPI  FOR  THE  YEAR  ENDED  OCTOBER  1,  1890. 


The  State 

Adams 

Alcorn 

Amite 

Attala 

Benton 

Bolivar 

Calliuun 

Carroll 

CbicliaBaw 

Choctaw 

Claiborne 

Clarke  

Clav  

Coiuioma 

Copiah 

Covington 

I)e  Soto 

Franklin 

Greene 

Grenada 

Hancock 

Harrison 

Hinds 

Holmes 

Issaquena 

Itawamba 

Jackson 

Jasper 

Jefferson 

Jones  

Kemper 

Laiayette 

Lauderdale 

Lawrence 

Leake 

Lee 

Leriore 

Lincoln 

Lowndes 

Madison 

Marion 

M  arsball 

Monroe 

Montgomery  . .  - 
Neshoba  

Newton 

Noxubee 

Oktibbeha 

Panola 

Perry 

Pike 

Pontotoc 

Prentiss 

Quitman 

Kaiikin 

Scott 

Sharkey 

Simpson 

Sniitli 

Suniiower 

Tallahatchie  . . . 

Tate 

Tipjtah 

Tishomingo 

Tunica 

Union 

Warren 

Washington 

Wayne 

Webster 

Wilkinson 

Winston 

Yalobusha 

Yazoo 


TEACHERS. 


Aggre- 
gate. 


7,490 


87 

82 

126 

137 

87 

98 
146 
125 
152 


73 
91 

113 
59 

165 

47 
141 
48 
30 
82 

38 
82 
167 
134 
41 

111 
51 

100 
94 
61 

78 
171 
149 

88 
104 

166 
60 
112 
122 
117 

84 
186 
179 
100 

65 

130 
130 

96 
201 

42 

141 
126 
114 
21 
112 

97 
40 

77 
66 
35 


128 
98 


White. 


Total. 


4,269 


61 

62 
91 
57 

19 
114 
^56 

74 


34 
61 
48 
20 

103 

37 
51 
22 
25 
32 

26 
64 
82 
58 
11 


37 
53 

I 
42  ; 
103  i 
101  ' 

55  ! 

71 ; 

115 
15 
67 

48 
53 


Male. 


Fe- 
male. 


78 

69 

38 

10 

114 

90 

110 

42 

112 

24 

44 

33 

115 

90 

104 

34 

110 

72 

100 

65 

187 

79 

1,812       2,457 


28  ! 

20 

2 

24 

21 
17 
12 
11 
6 

17 
20  i 
15 
20 
2 

72 

9 

43  j 

10  I 
27  I 

34  I 
46  i 
45  i 
26  ' 
35 


44  ! 

67 

38 


Colored. 


Total. 


3,221 


60 

55 

1 

14 

36 

31 

5 

43 

17 

36 

38 

28 

16 

68 

27 

61 

27 

36 

35 

20 

51 

39 

« 

38 

16 

36 

13 

73 

16 

17 

36 
68 
48 
33 
33 

51 
45 
45 
74 
64 

18 
102 
91 
37 
10 

40 
84 
44 
115 


70 


35 
108 


Male. 


Fe- 
male. 


1, 895       1, 326 


8 
12 
37 
26 
25 

42 
26 
48 
41 

18 

21 
16 
42 
21 
29 

9 
53 
18 

5 
35 

3 

9 
48 
39 
26 

10 
5 

27 

30 

7 

20 
56 

28 
18 
23 

28 
34 
28 
32^ 


29 

18 
18 

7 
32 

18 
18 
14 
9 
17 

20 
35 

7  I 
5 
18 

15 

38  I 

53 

8 

20 

49 
21 
30 
40 


52 

9 

27 

20 

5 

37 

6 

21 

37 

2 

18 
14 
23 
18 
33 

1 
37 
8 


15 


47 

25 

22 

4 

17 
44 
15 
46 
2 

41 

14 

2 

3 

19 

15 

12 

6 

1 

2 

27 
21 
10 
4 
10 


Aggre- 
gate. 


334,168 


White. 


6,028 
2,772 
3,274 
6,341 
6,717 

2,817 
7,482 
6,592 
4,105 
2,043 

5,142 
7,496 
3.671 
8,740 
1,500 

5,577 
4,489 
4,287 
547 
5,080 

3,  986 
2,237 
2,717 
2,  ,589 
1,  .567 

5,043 
7,201 
3,680 
2,930 

1,844 

4,876 
7,026 
6,321 
2,398 
4,076 

3,611 
2,941 
6,100 
9,020 


4,605 
3,754  1 
4,722  I 
5,989  t 
3,020  ' 

4,550 
5.  319 
4,930 
5,979 
3,998 

7.296 
4.372 
4,996 
3,264 
8,234 

1,.'!12 
6,063 
1,678 
1,064 

3,7S4 

1,404 
2,557 
11.130 
10,536 
1,030 

4.437 
2.054 
5,  207 
4,200 
2,163 

4,800 
4,949 
6,913 
3,578 
4,636 


I 


Total. 


150,968 


739 
2,592 
1,985 
3,623 
1,675 

419 
4,095 
2,  265 
2,697 
2,870 

1,574 
2,180 
1,647 
425 
4,091 

1,185 

1,721 

720 

821 

893 

924 

1,853 

2,892 

3.283 

94 

3,967 
1,,526 
2,689 
999 
1,842 

2,340 
2,789 
3,851 
1,977 
2,915 

3,858 

359 

1,874 

1,  652 
1,381 

2,068 
3,115 
2,620 

2,  202 
1,743  , 

3,324 
1,221  I 
1, 431 
3,025 
1,136 
I 

2, 672 
3,271 
3,670 
143 
2,093 

2,353 

287 

1,757 

2,254 

494 

1,470 
3,987 
2,860 
2,609 
139 

3,781 
1,205 
626 
1,476 
3,059 

735 
1,685 
3,000 
2,175 


Male. 


77, 610 


340 
1,330 
1,072 
1.900 


198 
2,087 
1,220 
1,404 
1,523 


Fe- 
male. 


73,358 


791  i 

1,194 

894 

220 

2,090 

647 
914 
388 
409 
438 

478 

950 

1,513  , 

1,363  , 

38 

2,087 
777 

1,378 
536 

1.003 

1,120 
1,438  I 
1,854 
1,011  ! 

1,522 

I 

1,997  ! 
183  I 

1,006 
822 
706 

1,058 
1,452 
1,308 
1,127 
973 

1,732 
658 
665 

1,.565 
595 

1,490 
1,714 
1,945 

80 
1,090 

1,190 
148 
910 

1,217 
231 

789 

2.006 

1,530 

1,362 

74 

1,928 
582 
332 
749 

1,611 

370 

883 

1,400 

1,114 


1,262 
913 

1,723 
784 

221 
2,008 
1,045 
1,293 
1,347 

783 
98fi 
753 
205 
2,001 

538 
807 
332 
412 
455 

446 

903 

1,379 

1,920 

56 

1.880 
749 

1.311 
463 
839 

1, 220 
1,351 
1,997 
966 
1,393 

1,861 
176 

868 
830 
675 

1,010 
1,663 
1,312 
1,075 
770 

1,592 
563 
760 

1,400 
541 

1,182 
1.557 
1,725 
63 
1,003 

1,163 
139 
847 

1,037 
263 

681 

1,981 

1,330 

1,247 

65 

1,853 
623 
294 
727 

1,448 

363 

802 

1,600 

1,061 


Colored. 


Total. 


183,200 


3,866 
1,162 
2,737 
2,366 
1,345 

4,131 
1,224 
2,665 
3,282 
1,128 

5,  722 
2, 192 
3,  349 
2,839 
4,143 

327 

4,342 

958 

243 

2,891 

480 

704 

8,238 

7,253 

1,536 

470 

528 

2,518 

3,201 

321 

2,460 
2,160 
3,062 
1,601 
1,721 

2,170 
2,413 
1,400 
4,689 
5,336 

749 
4,347 
3,972 
1,903 

300 

1,818 
6,275 
2,240 
5,715 
364 

2,905 

1,218 

617 

404 

2,987 

1,633 

1,950 

960 

335 

1,073 

3,573 

3,214 

820 

321 

1,705 

1,095 

5,  821 

5,697 

922 

1,017 

2,876 
1,256 
3,100 
6,845 


Male. 


89,857 


Fe- 
male. 


93.343 


1,845 

523 

1,409 

1, 169 

721 

2,002 

559 

1,423 

1,615 

488 

2,998 
1,  036 
1,621 
1,384  I 
2,004  j 

160  ' 

2,246 

475  i 

121  j 

1,419  j 

227  ■ 
364 
3,962 
3,270 

584 

242 

227 

1,314 

1.573 

153 

1,200 

1,126 

1,444 

831 

868 

1,092 
1,  201 
675 
2,311 
2,494 


2,169 

1,939 

937 

172 

914 
2,992 

1,107 

2.873 

193 

1,392 
609 
337 
222 

1,433 

806 
949 
404 
179 
564 

1,791 

1,630 

400 

154 

857 

582 

2,838 

2,783 

430 

519 

1,  452 

623 

1,500 

3,305 


2,021 
639 

1,328 

1,197 

624 

2,129 

665 

1,242 

1,667 

640 

2,724 
1,156 
1,728 
1,455 
2,139 

167 

2,096 

483 

122 

1,472 

253 

340 

4,276 

3,983 

952 

228 

301 

1,204 

1,628 

168 

1,260 

1,034 

1,618 

770 

853 

1,078 
1,212 
725 
2,378 
2,842 

383 

2,178 

2,033 

966 

128 

904 
3,283 
1,133 
2,842 

171 

1,513 
609 
280 
182 

1,554 

827 
1,001 
496 
156 
509 

1,782 

1,584 

420 

167 

848 

513 

2,983 

2,914 

492 

498 

1,424 

6.33 

1, 600 

3,540 


INSTITUTIONS. 


77 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF 


1890:  PUBLIC  COMMON  SCHOOLS,  BV  COUNTIES— Continued. 


1880.  Population 2,168,380. 

1890.  Population 2,679,184. 

Gaiu  of  population 23. 56  per  cent. 


Enrolled  in  public  comniou  schools 486, 002 

Enrolled  in  public  common  schools 620,  314 

Gain  of  enrollment  in  public  common  schools 27. 64  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  MISSOURI  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


The  State  . 


Adair 

Anilrew . . 
Atchison . 
Audrain.. 
Barry 


Barton  . . . 

Bates 

Benton  . . . 
Bollinger. 
Boone 


Buchanan 

Butler 

Caldwell 

Callaway  (a)  . 
Camden 


Cape  Girardeau  . 

Carroll 

Carter 

Cass 

Cedar  


Chariton  . 
Chi-istiau. 

Clark 

Clay 

Clinton... 


Cole 

Cooper . . . 
Crawford . 

Dude 

Dallas.... 


Daviess  . 
Dekalb . . 

Dent 

Douglas . 
Dunklin. 


Franklin  . . 
Gasconade. 

Gentry 

Greene 

Grundy  ... 


Harrison  . 

Henry 

Hickory . . 
Holt..."... 
Howard  . . 


Howell . . . 

Iron 

Jackson .. 

Jasper 

Jetter.son . 


Johnson . . . 

Knox 

Laclede  ... 
Lafayette  . 
Lawrence  . 


Lewis 

Lincoln 

Linn 

Livingston  . 
McDonald  - . 


Macon . . . 
MadLson. 
Maries  .  - 
Marion . . 
Mercer . . 


Miller 

Miss^i'^sippi.. 

Moniteau . 

Monroe 

Montgomery 


Morgan 

New  Madrid. 

Newton 

Nodaway 

Oregon  .*. 


TEACHEBS. 


Aggre- 
gate. 


13,795 


White. 


90 
111 
140 
142 
115 

122 
186 
101 
78 
154 

223 
57 
99 

162 

71 


155 
26 
185 
106 

167 
85 
117 
101 
116 

76 
121 


Total.      Male. 


13,079 


129 
60 
155 
197 
129 

155 

182 

66 

96 

96 

108 
47 


110 
140 
132 
115 

121 
183 
101 
78 
128 

209 

53 

95 
139 

70 

88 
144 

26 
181 
105  , 

145  i 

84 
116 

93 

111  ! 

68 
103 


109 

108 

83 

83 

132 

131 

101 

100 

64 

04 

87 

87 

52 

52 

119 
60 
155 
182 
127 

154 
178 
66 
94 


108 
45 


214 

209 

102 

95 

205 

195  i 

92 

91 

106 

103 

1,56 

132 

142 

14] 

110 

107 

112 

101 

171 

166 

167 

161 

61 

61 

179 

173 

50 

48 

51 

51 

121 

106 

98 

97 

80 

78 

44 

37 

100 

98 

149 

133 

109 

100 

80 

78 

27 

22 

151 

147 

234  1 

233 

59  1 

59 

5,816 


Fe. 
male. 


58 
51 
32 
57  , 

45  ! 

64  ' 
50 
85 
83  I 
52  I 

81 
78 
40 
36 
29 

55 
26 
88 

77 
37 

72 
50 

50 
41 

74 

40 
61 
65 
60 
39 

84 
33 
42 
24 
52 


7,263 


126 
47 
18 

87 

158 
16 
54 

77 
25 

27 
84 
7 
112 
44 

87 
24 
68 
43 
64 

32 
30 
45 
43 
10 

73 
49 
32 
30 

7 


10 
70 
99 
75 

73 
100 
26 
58 
37 

53 

19 

340 

132 

58 

123 
41 
53 
91 
67 

67 

40 

101 

101 

22 


82 
45 

40 
15 
51 
85 
63 

42 
12 
72 
152 
19 


Colored. 


Total. 


716 


10 


Male. 


10 


301 


Fe- 
male. 


415 


21 


1 

25 

3 

4 


i"! 

2 

10  1 

14 

1  '.. 

4,728 
4,306 
3,957 
5,763 
7,451 

5,662 
9,373 
3,780 

3,  932 
6,086 

11,  052 
2,341 
4,367 
5,751 
2,946 

4,883 
6,917 
1,000 
6,624 
4,816 

8,422 
4,407 
4,190 
4,508 
4,520 

3,435 
5,456 
3,774 
5,026 
3,929 

5,916 
4,679 
4,261 
4,134 
3,319 

5,862 
2,547 
5,555 
11,583 
5,469 

6,  109 
8,045 
3,016 
5,087 

4,  334 

4,890 
2. 175 
25,656 
11,  672 
4,171 

7.298 
4,336 
4,720 
6,690 
7,378 

4,330 
4,  483 
6,  3«,^ 
5,526 
3,269 

8,038 
2,445 
2,819 
5, 172 
4,547 

3,305 
2,111 
4,264 
5,853 
4,062 

3,258 
1,545 
6,931 
6,046 
2,704 
a  Sex  of  teachers  of  each  race  estimated. 


Aggre- 
gate. 


620,314 


White. 


Total. 


587, 510 


4,652 
4.251 
3,943 
5,327 
7,451 

5,645 
9,263 
3,745 
3,932 
5,130 

10,  338 
2,218 
4,248 
4,841 
2,910 


4,356  ,: 
6,452  !' 
1,000  i 
6,389  ' 
4,762  ! 
I 

7,268  ii 
4,389  : 
4,164 
4,243 
4,243  i 

3,043 
4,648 
3,774 
4,937 
3,913 

5,821  I 
4,642 
4,261 
4,134 
3,319  I 

5,406 
2.547 
5,  555 
10,729  I 
5,  .392 

6,088 
7,745 
3,016 
5,028 
3,184 

4,890 
2,090 
23,271  I 
11,445 
4,031  : 

6,818 
4,268  i 
4,568 
5.620 
7,283 

4,140 
4,042 
6,210 
5,251 
3,269 

7,723 
2,351 
2,818 
4,357 
4,513 

3,220 
1,701 
4,103 
5,333 
3,817 

3.152 
1,243 
6,719 
6,012 
2,704 


Male. 


Fe. 
male. 


300,060  I    287,450 


2,395  ' 
2,208  ] 
2,062  j 
2,811  I 
3,895  1 

2,725 
4,440 
2,012 
2,204 
2,709 

5,2,54 
1, 132 
2,113 
2,524 
1,564 

2,307  i 
3,  265 
546 
3,280 
2,440 

3,581 
2,275 
2,127 
2,186 
2,168 

1,578 
2,435 
2,006 
2,496 
2,090 


3,008 
2,  535 
2. 191 
2.179 
1,805 

2,955 
1,410 
2,  846 
5,589 
2,645 

3,184 
3,991 
1,566 
2,581 
1,711 

2,380 
1,116 
11,  623 
5,620 
2,027 

3.535 
2,170 
2,303 
2,940 
3,760 

2,060 
2,115 
3,124 
2,  683 
1,696 

4,076 
1,282 
1,530 
2,173 
2,329 

1,620 
823 
2,147  : 
2,750  I 
1,987  [ 

1,561  '• 
681  , 
3,342  1 
2,892 
1,451 


•2,257 
2,043 
1,881 
2,516 
3,556 

2,920 
4,  823 
1,733 
1,728 
2,  421 

5,084 
1,086 
2,135 
2,317 
1,346 

2,049 
3,187 
454 
3,109 
2,322 

3,687 
2,114 
2,037 
2,057 
2,075 

1,465 
2,213 
1,768 
2,441 
1,823 

2,813 
2,107 
2,070 
1,955 
1,514 

2,451 
1,137 
2,709 
5,140 
2,747 

2,904 
3,754 
1,450 
2,447 
1,473 

2,510 
974 
11,648 
5,825 
2,004 

3,283 
2,098 
2,205 
2,680 
3,523 

2,080 
1,927 
3,086 
2,568 
1,573 

3,647 
1,069 

1,288 
2,184 
2,184 

1,600 
878 
1,956 
2,583 
1,830 

1,591 
562 
3,377 
3,120 
1,253 


Colored. 


Total. 


32,804 


76 

55 

14 

436 


17 
110 
35 


714 
123 
119 
910 
36 

527 
465 


235 
54 

,154  ! 

18  I 

26  I 

265  I 

277  1 

392  1 
808 


89 
16 


95 
37 


456 


854 

77 


21 
300 


59 
,150 


85 

2,385 

227 

140 

480 

68 

152 

1,070 

95 

190 
441 
185 
275 


315 

94 

1 

815 

34 

85 
410 
161 
520 
245 

106 
302 
212 

34  1 


Male. 


16,168 


25 
6 

220 


316 
60 
50 

438 
30 

252 
224 


100 
27 

632 

10 

10 

132 

132 

192 
415 


237 


433 
40 


12 
145 


36 

585 


32 

1,103 

105 


246 
36 
71 

560 
44 

90 
227 

90 
139 


167 
52 


412 
16 

50 
167 

88 
284 
110 

53 
159 
107 

18 


78 


EDUCATION. 


Tablk  §,— school  enrollment,  CENSl'S  OF  1890:  PUBLIC  COMMON  SCHOOLS,  I!Y  COUNTIES— Continued. 

m  IS80 ITRI-  Continued. 


COUNTIES. 


Osage  (a). 

Ozark 

Pemiscot . 

Perry 

Pettis  . . . . 


Phelps  - . 
Pike  .... 
Platte... 

Polli 

Pulaslii  . 


Putnam  ... 

Ralls 

Kandolph  . 

Ray 

Reynolds.. 


Ripley 

St.  Charles 

St.  Clair 

Ste.  Genevieve  . 
St.  Francois  (o) 


St.  Louis  ia)  .. 
St.  Louis  city  . 

Saline 

Schuyler 

Scotland 


Scott 

Shannon  . 
Shelby  . . . 
Stoddard . 
Stone 


Sullivan. 
Taney . . . 
Texas  ... 
Vernon.. 
Warren  . 


Washington. 

Wavne    

Wel)»ler 

Worth 

Wright   


TEACHEBS. 


Aggre- 
gate. 


74 
49 
28 
55 
171 

84 
150 

90 
103. 

75 

157 

74 

145 

133 

52 

56 
110 
112 
57 
81 

130 

1,154 

204 

99 

103 

52 

48 

116 

77 
48 

141 

26 

124 

194 

65 

74 
66 
82 
76 
87 


White. 


Total. 


1  72 
49 
26 
53 
161 

83 
130 

87 
102 

75 

157 
07 
130 
126 
52 

56 

85 

no 

52 

77 

114 
1,061 
164 
99 
102 

48 
48 
110 

77 
48 

141 
26 

124 

193 

60 


Hale. 


32 
37 
21 
44 
36 

40 
35 
65 
59 

45 


35 
46 
85 
20 

43 
44 
44  I 

38 
34 

51 
54 
102 
56 
42 

17 
34 
41 
67 

27 


Fe 
male. 


40 

12 

5 

9 

125 

43 
95 
22 
43 

30 


32 
84 
41 
23 

13 
41 
66 
14 
43 

63 
1,007 
62 
43 
BO 

31 
14 
69 
10 
21 

55 
10 
66 
104 
37 

35 
20 
29 
44 
24 


Colored. 


Total. 


Male. 


Fe- 
male. 


Aggre- 
gate. 


2,550 
2,169 
1.190 
4,066 
7,403 

3,  656 
9,  .565 
4,230 
6,190 
2.737 

4,087 
2,939 
6,187 
6,942 
2,321 

2.403 
3,  217 
4,770 
2,572 
4.111 

0,689 
.58,  316 
6,961 
3,  472 
4,158 

2,  525 
1.967 
4,451 
.5,640 
2,367 

5,653 
1,434 
5,729 

8,427 
2,  507 

2,828 
3.094 
4.205 
2,666 
4,513 


White. 


Total. 


2,490 
2.169 
1,121 
3,926 
6,797 

3,588 
8,765 
3,906 
6,159 
2,737 

4,085 
2.759 
5,408 
6,470 
2.321 

2,403 
2,652 
4,634 
2,444 
3,914 

5,919 
53,  294 
5,606 
3,472 
4,118 

2,  372 
1,967 
4,267 
5,640 
2,367 

5,653 
1,434 
5,729 
8.380 
2,  279 

2,665 
3,080 
4,180 
2,666 
4,370 


Male. 


1,315 
1,180 
622 
1,980 
3,261 

1,862 
4,125 

2,  082 

3,  072 
1,446 

2,120 
1,428 
2,790 
3,228 
1,375 

1,  280 
1.459 
2,374 
1,327 
2,031 

2.926 
2.5,960  ' 
2.362  I 
1.852  i 
2,304 

1,300 
1,055 
2,131  , 
3.  020 
1,311 

2,914 
745 

2,782 
4.311 
1,228 

1.368 
1,522 
2,152 
1,329 
2,313 


Fe- 
male. 


1,175 

989 

499 

1,946 

3,536 

1,726 
4,640 
1.824 
3,087 
1,291 

1,965 
1,333 
2,618 
3,242 
946 

1,123 
1,193 
2,200 
1,117 
1,883 

2, 993 
27, 334 
3,244 
1,620 
1,814 

1,  072 
912 

2,136 

2,  621) 
1,056 

2,739 
689 
2,947 
4,069 
1,051 

1,297 
1,558 
2,  028 
1,337 
2,057 


Colored. 


Total. 


60 


Male. 


Fe- 
male. 


140 
608 

68 
800 
324  . 

31  I 


2 
180 
779 
472 


.565  ' 

136  I 

128  ll 

197  I 

770 
5,022 
1,3.55 


40 
153 


184 


47 
228 

163 
14 

25 


143  I 


34 


33 

78 
239 

22 
375 
140 

13 


88  i 
411  I 
254  I 


279 
63 

73 
97 

379 
2,449 


23  ! 

67 

96' 


21 
118 

90 
6 
18 


26 

"'36 

62 

367 

46 
425 
184 

18 


2 

92 
368 
218 


286 
73 
55 

100 

391 

2,573 

665 


17 

86 


26 
110 

73 
8 
7 


74 


MOIVTAIVA. 


1880.   Population   .39,159. 

1890.  Population 132, 159. 

Gain  of  population 237. 49  per  cent. 


Enrolled  in  public  common  schools  4, 667 

Enrolled  in  public  common  schools 16,  980 

Gain  of  enrollment  in  public  common  schools 263.  83  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  MONTANA  FOR  THE  YEAR  ENDED  AUGUST  31,  1890. 


TEACHERS. 

PUPILS. 

COUNTIEH. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White.  (6) 

(.'olored. 

Total. 

531 

27 
23 
16 
21 
10 

50 
29 
45 
33 
63 

33 
26 
54 

1          11 
16 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

91 

2 
10 

Male. 

• 

48 
2 

Fe. 
male. 

531 

114 

417 

16,980 

765 
821 
394 
557 
216 

1,927 
555 

1,378 
792 

2,371 

915 

594 
1,951 

929 
2,437 

378 

16,889 

8,609 

8,280 

43 

27 
23 
16 
21 
10 

.50 
29 
45 
33 
63 

33 
26 
54 
41 
44 
16 

2 

8 

7 
5 

1 

13 
8 
9 
7 

10 

U 
8 

12 
6 
6 
1 

25 
15 

9 
16 

9 

37 
21 
36 
26 
53 

22 
18 
42 
35 
38 
15 

763 
811 
394 
556 
216 

1,925 
555 

1,378 
792 

2,336 

912 

587 
1,951 

926 
2,414 

373 

396 
436 
209 
311 
94 

817 
344 
650 
446 
1,125 

570 

302 
1,019 

505 
1,205 

180 

367 
375 
185 
245 
122 

1,108 
211 
728 
346 

1,  211 

842 

285 
932 
421 
1,209 
193 

4 

1 

1 

2 

2 

35 

3 

7 

18 

3 
3 

17 

4 

Park            

1 

3 
23 
5 

2 
10 
3 

Silverl)OW               

1 

13 

1 

2 

1 

a  Sex  of  teachers  of  each  race  estimated. 


b  Tiicliulcrt  unseptimted  colored. 


INSTITUTIONS. 


79 


Tablk  §.— school  HXROLKMENT.  census  of  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Coiitiuned. 

NEBRASKA.  » 

1880.  Population 452, 402.     Enrolled  in  public,  common  schools 100, 871 

1890.  Population 1,  058,  910.     Enrolled  in  public  common  schools 240,  300 

Gain  of  populiition  134. 06  per  cent.     (Jain  of  enrollment  in  public  common  schools 138. 23  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  NEBRASKA  FOR  TH1-;  YEAR  ENDED  JULY  14,  1890. 


Tlie  State 


Adams  . .. 
Antelope 
IJaimer  ... 

Blaine 

Boone  — 


Boxbutte. 
Brown  . . . 
Buffalo . . . 

Bnrt 

Butler.... 


Cass 

Cedar 

Chase 

Cheiry 

Cheyenne  . 


Clav 

Colfax... 
Cuming . 
Custer  . 
Dakota  ■ 


Dawea  .. 
Dawpon  . 
Deuel  . . . 
Dixon  . . . 
Dodge... 


Douglas.. 
Dundy  . . . 
Fillmore. . 
Franklin  . 
Frontier.. 


Furnas  . 

Gage 

Garfleld . 
Gosper . . 
Grant . . . 


Greeley  . . 

Hall 

Hamilton  , 

Harlan 

Hayes 


Hitehcock. 

Holt 

Hooker 

Howard  - . . 
Jefferson . . 


Johnson... 
Kearney... 
Keith  .".... 
Keyapaha . 
Kimball . . . 


Knox 

Lancaster . 
Lincoln  . . . 

Logan 

Loup 


McPherson. 
Madison  . .. 

Merrick 

Nanco 

Nemaha 


Nuckolls  - 

Otoe 

Pawnee  . . 
Perkins  . . 
Phelps  . . . 


Pierce 

Platte 

Polk 

Kedwlllow  . 
Richardson. 


Rock   

Saline 

*<arpy 

Saunders. ... 
Scotts  Bluff. 


TEACHERS. 


Aggre- 
gate. 


10,555 


157 

187 

41 

26 

125 


White. 


Total.  1 


10, 555 


55 

85 

157 

92 

112 

309 

49 

131 
137 
64 
135 
139 

416 
78 
172 
119 
120 

150 

.128 

32 

87 

5 

91 
125 
167 
115 


129 
112 
60 

87 
25 

103 

297 

133 

29 

30 

4 

128 

108 

77 

130 

141 
212 
144 
85 
113 

95 
124 
124 
117 
185 

65 
225 

73 
168 

29 


157 
187 
41 
26 
125 


74 

74 

83 

83 

2M 

234 

136 

136 

176 

176 

224 

224 

120 

120 

85 

85 

Male. 


55 
85 

157 

92 

112 

309 

49 

131 
137 
64 
135 
139 

416 
78 
172 
119 
120 

150 

328 
32 

87 
5 

91 
125 
187 
115 


95 

95 

326 

326 

5 

0 

121 

121 

138 

138 

129 
112 

60 

87 

25 

103 
297 
133 

29 

30 

4 

128 

108 

77 

130 

I 

141  1 
212 
144 
85 
113 

95 
124 
124 
117 
185 

B5 
225 

73 
168 

29 


2,861 


43 

37 

10 

3 

32 

18 
13 
58 
32 
52 

77 
32 
26 
11 
2.5 

58 
35 
39 
76 
14 

25 
42 
21 
37 
28 

42 
24 

.39 
32 
42 

31 

109 

14 

31 

1 

24 
11 
43 
32 
20 

24 
77 
I 
33 
44 

43 
32 
18 
23  i 

6  i 


Fe- 
male. 


25 
73 
39 
12 
5 

1 
35 
36 
17 
43 

48 
59 
43 
25 
32 

14 
31 
31 
37 
67 

19 
62 
25 
64 
12 


7,694 


114 

150 
31 
23 
93 

56 

70 

176 

104 

124 

147 
88 
.59 
44 
60 

99 
57 
73 
233 
35 

106 
95 
43 
98 

111 

374 
54 
133 

87 
78 

119 

219 

18 

56 

4 

67 
84 
124 
83 
49 

71 

249 

4 

88 

94 

86 
80 
42 
64 
19 

78 
224 
94 
17 
25 


93 

72 
60 

87 

93 
153 
101 
60 
81 

81 
93 
93 
80 
118 

46 
163 

48 

104 

17 


Colored. 


Total. 


Male. 


Fe- 
male. 


463 
5,847 
1.674 
6,141 

378 
a  Includes  unseparated  colored. 


Aggre- 
gate. 


240,300 


4,478 

2,967 

833 

273 


1,275 
1,323 
5,  585 
3.292 
4,416 

5,  726 
1,761 
1,009 
1,047 
1,289 

4,677 
3,073 
2,326 
5,844 
1,757 

2,041 
2,977 
715 
2,380 
4,746 

16,  815 
1,049 
4,655 

2,428 
2,137 

3,059 

8,159 

451 

1.181 

68 

1,417 
4,552 
4,201 
2,615 
1,042 

1,707 
4,596 
68 
2,390 
4,355 

3,240 

2,  740 
578 
884 
325 

2,  236 
10.813 

2,269 
342 
490 

34 
3,181 
2,191 
1,429 
3,335 

3.028 
4,941 
3,179 
8«7 
2,467 

1,307 
3, 1&5 
1,  460 
2,400 
5.224 


White,  (o) 


Total. 


239,556 

4,462 

2,966 

833 

273 

2,668 

1,  275 
1,323 
,5,  583 
3,292 
4.416 

5,  723 
1,761 
1,009 
1,047 
1,287 

4,675 

3,  066 

2,  326 
5,844 
1,757 

2.041 
2.977 
715 
2.  380 
4,743 

16,  396 

1,  049 
4,653 
2,428 
2,137 

3,058 

8,137 

451 

1,161 

68 

1,417 
4,550 
4,193 

2,  614 
1,042 

1,707 

4,596 

68 

2,390 

4,  352 

3,  240 

2,  740 
578 
884 
325  I 

2.236 
10,654 

2,269 
342 
490 

34 
.3,181 
2,188  ' 
1,429  i 

3.  .325 

3,028 
4,920 
3,178 
847 
2,467 

l,:!07 

3,  162 
1,480  ; 
2,  398 
5,205 

463 
5,844  I 
1.674  1 
6.138  ! 

378 


Male. 


123,712 


2.351 

1,566 

434 

145 

1,346 

689 

643 

2,934 

1,740 

2,336 

2,  991 
920 
524 
524 
683 

2,  469 
1,  .591 
1,214 
2.980 
935 

1,091 
1,576 
398 
1,258 
2,551 

8,083 
539 
2,337 
1,220 
1,101 

1,526 

4,198 

232 

614 

35 

639 

2,179 
2,209 
1,323 
536  j 


2,353  : 
36  I 
1,308  I 
2,279 

1,652  I 

1,391 
317 
460 
175 

1,136 

,■),  502 

1,166 

174 


1.622 

798 
1,202 

2.  658 

244 

3,  021 
858 

3,  228 
178 


Fe- 
male. 


115,844 


2,108 

1,400 

399 

128 

1,322 

586 

680 

2,649 

1,552 

2,080 

2,732 
841 
485 
523 
604 

2,206 
1,475 
1,112 
2,864 
822 

950 
1,401 

317 
1,122 
2,192 

8,313 
510 
2,256 
1,208 
1,036 

1,532 

3,939 

219 

547 

33 

778 
2,371 
1,984 
1.291 

506 

841 

2,243 

32 

1,082 

2,073 

1,588 

1,  349 

261 

424 

150 

1,100 
5, 152 
1,103 
168 


249 

241 

19 

15 

1.605 

1,576 

1,129 

1,059 

733 

896 

1,710 

1,615 

1,,520 

1.508 

2,  528 

2,394 

1.646 

1,532 

439 

408 

1,330 

1,137 

614  ( 
l,.54(l 

682 
],1!16 
2,  547 

219 
2,  823 

818  • 
2,908 

200 


Colored. 


Total. 


744 


3 

419 

2 


Male. 


159 


21 
1 


340 


Fe- 
male. 


1 

187 


404 


11 

1 


2 

232 
.... 


86 


10 


1 
10 


80 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSL'S  OF  1890:  rUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 
'  NEBRASKA— CoDtiuaed. 


TEACHERS. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Sewanl 

167 

115 

95 

35 

61 

144 
8 
9 

105 
89 

105 
145 
39 
194 

•   167 

115 

95 

35 

61 

144 
8 
9 

105 
89 

105 

145 

39 

194 

38 

19Q 

4,409 
1,579 
1,739 
436 
1,036 

3,337 

98 

262 

2,189 

3,469 

1,405 
3,259 

508 
4,563 

4,397 
1,579 
1,739 
436 
1,036 

3,337 

98 

262 

2,189 

3,465 

1,405 
3,259 

508 
4,555 

2,274 
840 
897 
221 
548 

1,789 

39 

130 

1,100 

1,776 

765 
1,715 

266 
2,408 

2,123 
739 
842 
215 
488 

1,548 

.59 

132 

1,089 

1,689 

640 
1,544 

242 
2,147 

12 

5 

7 

Sheridan 

19  1         96 
33  i         62 

6  j          29 

Sherman 

Sioux 

Stanton 

14 

41 

1 

2 

35 

26 

19 
36 
11 
55 

47 

103 

7 

7 

70 

63 

8t! 
109 

28 
139 

Thayer 

Tliomaa 

■ 

Thurston  

Tallcv 



4 

2 

2 

Webster 

Wheeler 

York 

8 

4 

4 

NEVADA. 


1880.  Population 62, 266. 

1890.  Population 45,761. 

Loss  of  population 26. 51  per  cent. 


Enrolled  in  public  common  schools 8, 918 

Enrolled  in  public  common  schools 7. 387 

Loss  of  enrollment  in  public  common  schools 17. 17  per  cent. 


PUBLIC  COMMON  SCHOOLS  OP  NEVADA  FOR  THE  YEAR  ENDED  AUGUST  31,  1890. 


TEACHERS. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

251 

White,  (a) 

Colored. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male.      JaTe. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

mate. 

The  State 

251 

41 

210 

1 

7,387 

7,387 

3,720 

3,667 

Churchill 

1? 

44 

8 

20 

20 
12 
12 
14 

12 

15 
31 
30 
14 

9 

10 

44 

8 

20 

20 
12 
12 
14 
12 

15 
31 
30 
14 

is' 

9 

10 
31 

8 

61 
244 
717 
128 
513 

466 
384 
407 
428 
105 

813 
1,787 
1,052 

282 

61 
244 
717 
128 
513 

466 
384 
407 
428 
105 

813 
1,787 
1,052 

282 

30 
132 
321 

64 

31 
112 
396 

64 

Douiilas 

Elko 

1  :          19 

8            12 

2  10 
2            10 
2            12 

238               275 

248              218 
199  ;            185 
184               223 
219  i            209 

57  1              48 

370                443 

Humboldt 



Lander 



3 

2 
3 
3 
2 

9 

13 
28 
27 
12 

Ormsby 

945 
565 

1           148 

1 

842 
487 
134 

White  Pine      

TSK'W  HAiTIPSHIRfC. 


1880.  Population 346,  991. 

1890.  Population 376,530. 

Gain  of  population 8. 51  per  cent. 


Enrolled  in  public  common  schools 64, 670 

Enrolled  in  public  common  schools 59, 813 

Loss  of  enrollment  in  public  common  .schools 7. 51  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  NEW  HAMPSHIRE  FOR  THE  YEAR  ENDED  MARCH  1,  1890. 


TEACHEBS. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Thfi  State 

3,104 

3,104 

296 

2,808 

59, 813 

59,  782 

30,865 

28,917 

31 

18 

13 

172 
206 
297 
247 
500 

501 
421 
337 
223 
200 

172 
1        206 
297 
247 
500 

501 
421 
337 
223 
200 
i 

19 

1K1 

3,031 
3,385 
5,376 
4,378 
7,654 

12,054 
7,489 
7,518 
5,707 
3,221 

3,031 
3,385 
5,376 
4,  378 
7,654 

12.  043 
7,  485 
7,509 
5.700 
3,221 

1,612 
1,690 
2,845 
2,267 
3,921 

6,316 
3,813 
3,848 
2,901 
1,652 
i 

1,419 
1,695 
2,531 
2,111 
3,733 

5,727 
3,672 
3,661 
2,799 
1,569 

40          1KA 

19 
21 
46 

42 
;         85 

i         33 
24 
17 

278 
226 
454 

459 
386 
304 
199 
183 



■   ■ 

Hillsboro                  

11 
4 
9 

7 

1 

7i             4 

' 

2  !             2 

5 
4 

4 

3 

1 

a  Includes  unseparated  colored. 


INSTITUTIONS. 


81 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

IVE^r  JERSEY. 

1880.  Population 1,  131, 116.     Enrolled  in  public  common  schools 205, 240 

1890.  Population 1, 414,  933.     Eniolle<l  in  public  common  schools 234, 072 

Gain  of  population 27.  74  per  cent.     Gain  of  enrollment  in  public  common  scliools 14.05  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  NEW  JERSEY  FOR  THE  YEAR  ENDED  AUGUST  31,  1890. 


The  State 

Atlantic 

Bergen 

Burlington 

Camden 

Cape  May 

Cumberland 

Essex 

Gloucester 

Hudson 

Hunterdon 

Mercer 

Middlesex 

Monmouth 

Morris 

Ocean 

Passaic 

Salem 

Somerset 

Sussex 

Union 

Warren 


TEACHERS. 


Aggre- 
gate. 


4,465 


101 
144 
198 
270 
46 

177 
677 
120 
694 

156 
209 
185 
241 

182 

72 

300 

115 

108 
122 
193 
155 


White. 


Total. 


101 
143 
195 
252 
44 

175 
668 
117 


153 

203 
185 
237 

182 

72 

300 

112 

107 
122 
193 
155 


Male. 


809 


25 
43 
43 
9 
23 

39 
67 
26 
50 

66 
17 
19 

71 

63 
33 

34 
28 

26 
47 
22 
58 


Fe- 
male. 


3,601 


100 

152 

243  1 

21 

136 

601 

91 

644 

87 
186 
166 
166 

119 

39 

266 

84 

81 
75 
171 
97 


Colored. 


Total. 


55 


Male. 


Fe- 
male. 


42 


Aggre- 
gate. 


234, 072 


5,012 
7,670 
10,211 
16,811 
2, 311 

9,358 
35,344 

6,263 
38, 949 

7,314 
10,  522 

9,083 
13.  030 

9,319 
3, 433 
16,  698 
5,566 

5,052 
4.  912 
9,562 
7,652 


White. 


Total. 


221,634 


4,929 

7, 402 
9,739 

15,  026 
2. 132 

8,984 
31,  985 

5,887 
36,669 

7,204 
10,143 

8,798 
12,  362 

9,184 
3,  376 

16,  308 
4,893 

4,828 
4,854 
9,397 
7,534 


Male, 


108,222 


2,478 
3,751 
4,938 
7,421 

1,  077 

4,555 
14,  710 

2,919 
17,  619 

3,559 
4,746 
4,255 
6,347 

4,403 
1,654 
7,892 

2,  487 

2,471 
2,  477 
4,679 
3,784 


Fe- 
male. 


113,412 


2,451 
3,651 
4,801 
7,605 
1,  055 

4,429  ; 
17,275  ; 

2,968  i 
19,  050 

3,645 
5.397 
4,  543 
6,015 

4,781 
1,722 
8,416 
2,406 

2,357 
2,377 
4,718 
3,750 


Colored. 


Total. 


12, 438 


83 

268 

472 

1,785 

179 

374 
3,359 

376 
2,280 

110 

379 
285 


135 

57 

390 

673 

224 

58 

165 

118 


Male. 


40 
137 
241 
768 

81 

188 
1,603 

180 
1,114 

56 
186 
142 
337 

69 

29 
177 
324 

106 
25 
86 
56 


Fe- 
male. 


5,  945  I      6, 493 


43 

131 

231 

1.017 


186 
1,756 

196 
1,166 

54 
193 
143 
331 


28 
213 
349 

118 
33 
79 


NEW  mEXlCO. 


1880.  Population 119, 5a5. 

1890.  Population 153, 593. 

Gain  of  population 28. 46  per  cent. 


Enrolled  in  public  common  schools 4, 755 

Enrolled  in  public  common  schools 18,215 

Gain  of  enrollment  in  public  common  schools 283.07  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  NEW  MEXICO  FOR  THE  YEAR  ENDED  DECEMBER  31,  1889. 


TEACHEES. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Aggre- 
gate. 

18, 215 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total.          Male. 

i: 

Fe- 
male. 

The  Territory 

472 

472 

310 

162 

~ 

18,215 

1                   J 

11  838           6  "77 

i: 

Bernalillo 

40 
25 
19 
40 
26 

50 
14 
17 
96 
29 

12 
49 
24 

31  , 

i 

40 
25 
19 
40 
26 

50 
14 
17 
96 
29 

12 
49 
24 
31 

26 

13 

7 

9 

18 

34 
14 

7 
73 
15 

6 
35 
23 
30 

14 
12 
12 
31 
8 

16 

2,630 
712 
627  1 
686  ; 

1,000  ! 

1,625 

398 

337 

4,119 

1,071 

591 
1,652 
1,217 
1,550 

2,630 
712 
627 
686 

1,000 

1,625 

398 

337 

4,119 

1,071 

591 
1,652 
1,217 
1,550 

1,680 
351 
350 
377 
650 

1,025 
315 
192 

2,428 
696 

331 
1,016 

927 
1,500 

950 
361 
277 
309 
350 

600 
83  i 
145 

1,601    ; 

375  1 

260  ' 

636 

290 

50 

Colfax 

Grant 

1 

Lincoln 

1                                   1 

i;          : 

Rio  Arriba 

ii 

San  Juan 

10 
23 
14 

6 

14 
1 

1 

'.t 

San  Miguel.          

■l                   ■ 

Santa  Fe 

i' 

Sierra  

Taos 

.1 

, [■"■ 

' 1 

ED- 


a  Includes  unseparated  colored. 


82 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF   1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES-Continued. 

KKW  VORK. 

1880.  Population 5,082,871.     Enrolled  in  public  common  schools 1,027,938 

1890.  Populatiou .5,997,853.    Enrolled  in  public  common  schools 1,042,160 

Gain  of  population 18. 00  per  cent.     Gain  of  enrollment  in  public  common  schools 1.  38  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  NEW  YORK  FOR  THE  YEAR  ENDED  JULY  25,  1890. 


TEACHERS. 


COONTIES. 


Aggre- 
gate. 


The  State t  31,703 


Albany 

Allegany 

Broome 

Cattaraugus. 
Cayuga  


Chautauqua 

Chemung 

Cheuango  . . . 

Clinton 

Columbia  — 


Cortland  . 
Delaware  . 
Dutchess  - 

Erie 

Essex 


Trauklin . 

Fulton 

Genesee . . . 

Greene 

Hamilton  . 


Herkimer  . . 
.Jefferson... 

Kings 

Lewis 

Livingston . 


Madison. 
Monroe. 


Montgomery  . 

New  York 

Niagara 


Oneida 

Onondaga . 
Ontario  ... 

Orange 

Orleans  ... 


Oswego 

Otsego 

Putnam 

Queens 

Kensselaer  . 


Richmond 

Kockland 

St.  Lawrence 

Saratoga 

Schenectady. . 


Schoharie  . 
Schuyler  . . 

Seneca  

Steuben . . . 
Suffolk.... 


Sullivan... 

Tioga 

Tompkins . 

Ulster 

Warren  . . . 


Washington . . 

Wayne 

Westchester  . 

Wyoming 

Tates 


583 
534 
541 
M7 
597 

720 

3ao 

463 
422 


346 
631 
350 
1.289 
378 

316 
249 
260 
251 
62 

423 
775 
2,244 
324 
349 

464 
806 
259 
4,383 
385 

891 
747 
383 
476 
259 

633 
625 
77 
377 
518 

133 
109 
930 
471 
116 

326 
202 
182 
831 
260 

290 
294 
297 
397 
276 

506 
453 
441 
344 
205 


White,  (a) 


Total. 


31,669 


583 
534 
541 
647 
597 

720 
320 
463 
422 
277 

346 

631 

350 

1,289 

378 

316 
249 
266 
251 
62 

423 
775 
2,226 
324 
349 

464- 
806 
259 
4,367 
385 

891 
747 
383 
476 
259 

633 
625 
77 
377 
518 

133 
109 
930 
471 
IIB 

326 
202 
182 
831 
260 

290 
294 
297 
397 
276 


Male. 


5,355 


84 
82 
74 
106 
110 


46 


84 
132 
113 
40 
81 

90 
107 

76 
613 


160 
127 

73 

73 

61 

100 
171 

20 

56 

87 

31 
33 
123 
68 
14 

134 

60 

47 
176 

56  I 

97  [ 
40 
62 
106 
31 


1 

506 

78 

4!>3 

118 

441 

63 

344 

69 

205 

51 

Fe- 
male. 


26, 314 


74 

272 

160 

471 

55 

295 

156 

1,133 

49 

329 

34 

282 

41 

208 

75 

191 

69 

182 

14 

48 

339 
643 
2,113 
284 
268 

374 
699 
183 
3,754 
297 

731 
620 
310 
403 
195 

533 
454 
57 
321 
431 

102 
76 
807 
403 
102 

192 
142 
135 
655 
204 

193 
254 
235 
291 
245 

428 
335 
378  I 
275 
154 


Colored. 


Total. 


34 


18 


Male. 


Fe- 
male. 


31 


16 


15 


Aggre- 
gate. 


1,042,160 


25,360 
10, 598 
12,087 
14,  975 
12,198 

15, 082 
9,105 
8,718 

11,011 
8,580 

5,626 
10,  357 
13,027 
48, 978 

7,985 

9,375 
7,513 
6,317 
6,580 
1,086 

9,106 

14,431 

116,  335 

6,952 

7,410 

9,375 
28,012 

8,264 

237, 930 

11,947 

23,250 
26, 033 
10, 081 
17, 955 
6,829 

15,950 
10,836 
2,730 
21, 536 
19,  619 

7,632 

5,691 

18,  995 

11, 697 

4,432 


3,570 
5,124 
18, 565 
11, 207 

7,965 
7,008 
6,672 
18,284 
5,759 

10, 413 

11,501 

20, 395 

7,288 

4,056 


White,  (o) 


Total. 


1, 035, 380 


25,302 
10,564 
12,046 
14,975 
12, 120 

15,076 
9,064 
8,709 

11,  Oil 
8,508 

5,617 
10,353 
12, 873 
48,801 

7,966 

9,376 
7,471 
6,303 
6,580 
1,086 

9,063 

14,420 

114,  605 

6,952 

7,392 

9,316 
27,909 

8,257 

236,  318 

11,926 

23,216 
26,  017 
10,  043 

17,  4:)3 
6,810 

15,  941 
10,656 
2,709 
20.  967 
19,589 

7,566 

S,644 

18,995 

11,601 

4,422 

6,656 
3,  5iJ7 
5,110 

18,  507 
11, 104 

7,955 
6,  932 
6,622 
18. 158 

5,747 

10,  403 

11,495 

20,2.54 

7,283 

4,030 


Male. 


519, 297 


12, 740 
5,326 
5,931 
7,258 
6.142 

7,512 
4,638 
4.491 
5,891 
4,415 

2,918 
5,306 
6,541 
24,255 
4,085 

4,702 
3,687 
3,275 
3,493 


4,642 
7,294 
57,403 
3,527 
3,753  I 

4,637 

14,028 

4,290 

117,  9!)3 

5, 9.59 

12,  098 
12,  926 
5,054 
«,  523 
3  502 

8,  U57 

J.  J64 

1,413 

10,805 

10,067 

3,642 
2,847 
7,611 
5,719 
2,218 

3,567 
1,843 
2,542 
9,310 
5,501 

4,063 
3,530 
3,  205 
9,352 
2,867 

5,129 
5,857 
10,296 
3,  639 
2, 019 


Fe- 
male. 


516, 083 


12,562 
5,238 
6,115 
7,717 
5,978 

7,564 
4,426 
4,218 
5,120 
4,093 

2,699 
5,047 
6,  332 
24,546 
3,881 

4,673 
3,784 
3,028 
3,087 
487 

4,421 
7,126 
57,  202 
3, 425 
3,639 

4,679 
13,  881 
3,967 
118,325 
5,967 

11, 118 
13, 091 
4,989 
8,910 
3,308 

7,884 
5,292 
1,296 
10,162 
9,522 

3,924 
2,797 
11,  384 
5,882 
2,204 

3,089 
1,714 
2,568 
9,197 
5,603 

3,892 
3,402 
3,417 
8,806 
2,880 

5,274 
5,638 
9, 9.58 
3,644 
2,011 


Colored. 


Total. 


,780 


78 

6 

101 

9 


Male. 


3,405 


72 

9 
4 

154 

177 

19 


43 

11 

1,730 


18 

59 

103 

7 

1,612 

21 

34 
18 
38 
522 
19 


180 
21 

569 
30 


96 
10 

42 
22 
14 
58 
103 

10 
76 
50 
126 
12 


141 

5 

26 


45 


21 

5 

884 


31 

49 

6 

806 

11 

16 

8 

11 

259 


4 

77 

16 

298 

14 

34 
26 


Fe- 
male. 


3,375 


37 
15 
20 


37 

2 
61 


27 

1 
2 

82 
98 
14 


20 
3 


22 

6 

846 

"ii 

28 
54 

1 

806 

10 

18 

8 

27 

263 

10 

S 

103 

5 

271 

16 

32 
21 


46 
5 

24 
11 
« 
33 
43 

5 
32 
22 
68 

7 

3 
4 

65 
2 

11 


a  Includes  unseparated  colored. 


INSTITUTIONS. 


83 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

NORTH  CiAROEilNA. 

1880.  Population 1,  399,  7.o0.     Enrolled  in  public  common  schools 256,422 

1890.  Population 1,  P17,  947.     Knrolled  in  public  common  scliools 325,861 

Gain  of  population 15. 59  per  cent.     Gain  of  enrollment  in  public  common  sdliools 27. 08  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  NORTH  CAROLINA  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


The  State 

Alamaoce 

Alexander 

Alleghany 

Anson 

Ashe 

Beaufort 

Bertie 

Bladen 

Brunswick 

Buncombe 

Burke 

Cabarrus  

Caldwell 

Camden 

Carteret 

Caswell 

Catawba 

Chatham 

Cherokee 

Chowan 

Clay 

Cleveland 

Columbus 

Craven 

Cumberland  ... 

Currituck 

Dare 

Davidson 

Davie 

Duplin 

Durham 

Edgecombe 

Forsyth 

Franklin 

Gaston 

Gates 

Graham 

Granville 

Greene 

Guilford 

Halifax  

Harnett  (o)  

Haywood 

Henderson 

Hertford 

Hyde 

Iredell 

Jackson 

Johnston   

Jones 

Lenoir 

Lincoln  

McDowell 

Macon  

Madison 

Martin 

Mecklenburg... 

Mitchell , 

Montgomery  . . . 
Moore 

Kash 

New  Hanover . , 
Northampton  .. 

Onslow    , 

Orange  

Pamlico 

Pasquotank 

Pender 

Perquimans..., 
I'ersou 


TEACH  BBS 

. 

pmis. 

■White. 

Colored. 

White. 

Colored. 

Aggre- 

Aggre- 

gate. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

gate. 

Total. 

Male. 

Fe- 
male. 

Total. 
117,017 

Male. 

Fe- 
male. 

6,865 

4,541 

2,682 

1,859 

2,324 

1,410 

914 

325, 861 

208, 844 

108,633 

100,211 

55,523 

61,494 

66 

45 

22 

23 

21 

10 

11 

3,006 

1,927 

1,043 

884 

1,079 

532 

547 

48 

43 

35 

8 

5 

5 

2, 349 

2,  225 

1,189 

1,036 

124 

55. 

69 

37 

31 

30 

1 

6 

6 

1,449 

1,333 

730 

603 

116 

56* 

60 

73 

37 

22 

15 

36 

28 

8 

3,704 

1,460 

750 

710 

2,244 

1,126 

1,118 

99 

91 

85 

6 

8 

5 

3 

4,446 

4,336 

2,256 

2,080 

110 

60 

50 

89 

60 

28 

32 

29 

15 

14 

3,876 

2,245 

1,147 

1,098 

1,631 

756 

875 

96 

54 

17 

37 

42 

27 

15 

4,193 

1,,512 

821 

691 

2,681 

1,243 

1.438 

69 

37 

20 

17 

32 

18 

14 

3,  077 

1,439 

770 

669 

1,638 

770 

868 

65 

43 

26 

17 

22 

16 

6 

2,510 

1,384 

724 

660 

1,126 

542 

584 

102 

88 

64 

24 

14 

5 

9 

8,  .323 

7,266 

3,237 

4,029 

1,057 

498 

559 

68 

53 

18 

35 

15 

8 

7 

3,142 

2,253 

1,161 

1,092 

889 

461 

428 

80 

54 

24 

30 

26 

13 

13 

3,646 

2,651 

1,420 

1,231 

995 

502 

493 

63 

53 

39 

14 

10 

6 

4 

2,971 

2,594 

1,341 

1,253 

377 

192 

185 

31 

19 

12 

7 

12 

10 

2 

1,  6.59 

970 

500 

470 

689 

389 

300 

23 

18 

11 

7 

5 

5 

945 

707 

355 

352 

238 

108 

130 

67 

31 

13 

18 

36 

22 

14 

2,636 

1,011 

517 

494 

1,625 

712 

913 

81 

64 

55 

9 

17 

16 

1 

4,163 

3,619 

1, 934 

1,685 

544 

258 

286 

107 

65 

48 

17 

42 

26 

16 

4,889 

2,747 

1,442 

1,305 

2,142 

986 

1,156 

42 

40 

31 

9 

2 

1 

1 

2,610 

2,546 

1,362 

1,184 

64 

28 

36 

30 

18 

6 

12 

12 

7 

5 

2,466 

742 

402 

340 

1,724 

765 

959 

20 

18 

13 

5 

2 

2 

1,117 

1,062 

561 

501 

55 

30 

25 

96 

76 

38 

38 

20 

10 

10 

4,800 

4,108 

2,000 

2,108 

692 

325 

367 

93 

57 

35 

22 

36 

22 

14 

3,785 

2,281 

1,199 

1,082 

1,  504 

741 

763 

66 

34 

10 

24 

32 

14 

18 

3,804 

1,529 

729 

800 

2,275 

1,050 

1,225 

101 

52 

18 

34 

49 

26 

23 

4,814 

2,028 

1,058 

970 

2,  786 

1,322 

1,464 

31 

18 

9 

9 

13 

8 

5 

1,201 

611 

353 

258 

590 

309 

281 

26 

24 

20 

4 

2 

2 

1,111 

1,016 

541 

475 

95 

53 

42 

114 

88 

59 

29 

26 

18 

8 

5,019 

4,117 

2,246 

1,871 

902 

343 

559 

57 

40 

28 

12 

17 

13 

4 

2,750 

1,970 

1,060 

920 

780 

415 

365 

108 

64 

25 

39 

44 

25 

19 

4,601 

2,504 

1,301 

1,203 

2,097 

902 

1,195 

59 

34 

20 

14 

25 

18 

7 

3,256 

1,918 

985 

933 

1,338 

6lO 

728 

71 

33 

7 

26 

38 

25 

13 

3.517 

1,107 

520 

,587 

2,410 

1,124 

1,286 

82 

62 

47 

15 

20 

15 

5 

4,139 

3,187 

1,  729 

1,458 

952 

469 

48;i 

81 

40 

18 

22 

41 

18 

23 

3,261 

1,560 

760 

800 

1,701 

780 

921 

81 

50 

34 

22 

25 

17 

8 

4,341 

2,948 

1.537 

1,411 

1,393 

600 

727 

60 

33 

12 

21 

27 

8 

19 

2,214 

998 

526 

472 

1,216 

541 

675 

20 
80 

20 
41 

20 
9 

852 
3,821 

852 
1,861 

462 
917 

390 
944 

32 

39 

27 

12 

1.960 

912 

1,048 

46 

24 

4 

20 

22 

17 

5 

1,723 

931 

466 

465 

792 

374 

418 

127 

91 

43 

48 

36 

22 

14 

5,944 

4,148 

2,239 

1,909 

1,796 

942 

854 

92 

39 

19 

20 

53 

30 

23 

6,164 

1,591 

826 

765 

4,  573 

2,321 

2,252 

74 

46 

33 

13 

28 

18 

10 

3,362 

1,576 

788 

788 

1,780 

850 

936 

60 

56 

34 

22 

4 

4 

3,258 

3,206 

1.  752 

1,454 

52 

24 

28 

57 

46 

36 

10 

11 

7 

4 

3,043 

2,763 

1,203 

1,560 

280 

150 

130 

57 

31 

9 

22 

26 

15 

11 

2,822 

1,129 

5f6 

533 

1,693 

790 

903 

27 

15 

8 

7 

12 

7 

5 

2,340 

1,  050 

600 

450 

1,290 

650 

640 

169 

106 

68 

38 

63 

34 

29 

5,426 

3,950 

2,097 

1,853 

1,476 

700 

776 

31 

29 

19 

10 

2 

1 

1 

2,210 

2,112 

1,075 

1,037 

98 

49 

49 

119 

84 

56 

28 

35 

22 

13 

6,217 

4,310 

2,329 

1,981 

1,907 

874 

1,033 

61 

21 

8 

13 

40 

25 

15 

2,542 

645 

335 

310 

1,897 

924 

973 

63 

40 

12 

28 

23 

13 

10 

2,461 

1,530 

783 

747 

931 

391 

540 

52 

40 

27 

13 

12 

10 

2 

2,725 

2,040 

1,113 

927 

685 

373 

312 

51 

1          *1 

26 

15 

10 

9 

1 

2,237 

1,909 

1,048 

861 

328 

152 

176 

56 

51 

26 

25 

5 

4 

1 

2,603 

2,463 

1,300 

1, 1.57 

140 

60 

80 

59 

57 

44 

13 

2 

1 

1 

4,145 

4,084 

2,217 

1,867 

61 

30 

31 

69 

42 

18 

24 

27 

17 

10 

3,207 

1,731 

910 

821 

1,476 

673 

803 

135 

75 

39 

36 

60 

35 

25 

7,067 

3,631 

1,968 

1,663 

3,436 

1,759 

1,077 

59 

59 

48 

11 

2,387 
2,281 

2,387 

1,291 

1,096 

54 

37 

26 

11 

17 

13 

4 

1,524 

786 

738 

757 

385 

372 

78 

58 

47 

11 

20 

6 

14 

2,745 

2,071 

1,090 

981 

674 

300 

374 

87 

1          *^ 

19 

26 

42 

27 

15 

3,648 

1, 777 

872 

905 

i         1,871 

868 

1,003 

28 

'          13 

1 

12 

15 

6 

9 

2,911 

1,320 

601 

719 

1,591 

730 

861 

76 

37 

16 

21 

39 

28 

11 

3,255 

1,324 

753 

.571 

1,931 

'             893 

1,038 

.57 

39 

22 

17 

18 

14 

4 

2,118 

1,635 

891 

741 

783 

377 

406 

84 

43 

25 

18 

41 

17 

24 

2,473 

!            1,425 

810 

615 

1,048 

509 

539 

37 

1          21 

12 

9 

16 

10 

6 

2,127 

1,197 

601 

596 

930 

413 

517 

34 

18 

6 

12 

16 

7 

9 

1,713 

656 

352 

304 

1,057 

492 

565 

53 

30 

14 

16 

23 

1          18 

5 

2,221 

1.072 

594 

478 

1,149 

497 

652 

46 

1          27 

8 

19 

19 

13 

6 

2.499 

1,W5 

555 

490 

1,454 

683 

771 

45 

1         22 

8 

14 

23 

10 

7 

1,885 

1,002 

519 

483 

883 

1           393 

490 

a  This  conn'ty  having  failed  to  report  for  1890,  the  figures  inserted  are  for  1888. 


,84 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

NORTH  CAROIjINA— Continued. 


Pitt 

Tolk 

Kandolpb  . . . 
Richmond ... 
Robeson  

Croatans 

Rockingham 

Rowan 

Rutherford. . 

Sampson 

Stanly 

• 

stokes  

SuiTy 

Swain 

Transylvania 

Tyrrell  

Union 

Vance 

Wake 

Warren 

Washington  . 

Watauga 

Wayne 

Wilkes  

Wilson  (a)  ... 
Yadkin 

Yancey  (a)... 


TEACHERS. 


Aggre- 
gate. 


135 
36 

119 
84 

167 
18 

101 
136 
92 
90 
71 

79 
98 
28 
35 

18 
108 

50 
143 

66 

47 
57 
92 

87 
71. 
65 
47 


White. 


Total. 


23 
97 
40 
100 


15 
78 
25 
70 

33 
30 
,53 

51 

79 
42 
56 
41 


Hale. 


Fe- 
male. 


19 

58 
52 
24 
47 

31 
50 
24 

17 

13  I 

57  i 

1  I 

38  i 

4 
13 
43 
16 


Colored. 


Total. 


55 
13 
22 
44 
67 
18 

43 
62 
23 
44 
10 

16 

18 
1 
2 

3 
30 
25 
73 

33 

17 

4 

41 


Male. 


23 
7 
15 
30 
37 
14 

18 
48 
15 
27 


Fe- 
male. 


15 

1 

12 

6 

1 

1 

i 

5 
9 
30 

14 

11 

1 

26 

3 
14 
4 
3 


Aggre- 
gate. 


5,525 
1,402 

5,  8.38 
4,072 
5,401 

422 

4,750 
6,456 
3,968 
3,937 
3,353 

3,457 
4,007 
1,232 
1.534 

350 

6,  020 
2.2,55 
8,760 

3,281 
2,249 
2,519 

3,  717 

4,220 
3,965 
3,521 
3,128 


White. 


Total. 


3,052 
934 
5,007 
1,  383 
2,692 


2,637 
4,660 
3,  084 
1,940 
2,885 

2,  845 
3,301 
1,209 
1,368 

170 
4,020 

769 
4,385 

885 
1,167 
2,445 
2,070 

3,914 
2,075 
3,089 
3,000 


Male. 


1,554 
503 

2,470 

740 

1,393 


1.370 
2,367 
1,614 
1,023 
1,516 

1,523 

1,836 

627 

747 

90 

2,100 

393 

2,291 

429 

596 

1,290 

1,045 

2,076 
1,037 
1,499 
1,560 


Fe- 
male. 


1,498 
431 

2,537 
643 

1,299 


1,267 
2,293 
1.470 
917 
1,369 

1,322 
1.465 

582 
621 

80 

1.920 

376 

2,094 

456 

571 

1,155 

1,  025 

1,838 
1,038 
1,590 
1,440 


Colored. 


Total. 


2,473 

468 

831 

2,689 

2,709 

422 

2, 113 
1,796 

884 
1,997 

468 

612 

706 

23 

166 

180 
2,000 
1,486 
4,375 

2,396 

1.082 

74 

1,647 

306 

1,890 

432 

128 


Male. 


1,138 

200 

382 

1,235 

1.271 

234 

1,041 
862 
427 
850 
231 

287 

401 

14 

83 

95 

1,040 

692 

2,025 

1,079 

499 

35 

751 

160 

945 

221 

68 


Fe- 
tnale. 


1,335 
268 
449 

1,4.54 

1,438 
188 

1,072 
934 
457 

1,147 
237 

325 

305 

9 

83 

85 

960 

794 

2,350 

1,317 

583 

39 

896 

146 
945 
211 


NORTH  DAKOTA. 


1880.  Population  .' 36, 909. 

1890    Population 182,  719. 

Gain  of  population 395. 05  per  cent. 


Knrolled  in  public  common  schools 3, 746 

Enrolled  in  public  common  schools 35,  543 

Gain  of  enrollment  in  public  common  schools 848. 83  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  NORTH  DAKOTA  FOR  THE  YEAR  ENDED  .TUNE  30,  1890. 


TEACHKRS. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White.  (6) 

Colored. 

Aggre- 
gate. 

White,  (b) 

Colored. 

Total. 

Male. 

Fe. 
raale. 

Total. 

««•-  1  l£e. 

Total. 

M"'"-     i     m^aJe. 

Total. 

Male. 

Fe- 
male. 

The  State 

1,982 

1,982 

560 

1,422 



35,543 

36,543 

18  722  '      16  H91 

1 

105 

31 

2 

14 

44 

207 
58 
95 
15 
33 

22 
111 
43 
17 
51 

2 
21 
17 
17 

7 

35 

39 

1 

105 

31 

2 

14 

44 

207 
58 
95 
15 
33 

22 
HI 
43 
17 
51 

2 

21 
17 
17 

7 

35 
39 

33 
8 
1 
4 

72 
23 

1 
10 

1,448 
359 

21 
508 
787 

4,116 

1,311 

1.328 

187 

353 

254 
3,450 
558 
260 
389 

22 
252 
252 
195 

71 

740 

865 

7 

3,361 

61 

730' 
1,168 
2,571 

594 

987 

1,448 
359 

21 
508 
787 

4,116 

1.311 

1,328 

187 

353 

254 
3.450 
558 
260 
389 

22 
252 
252 
195 

71 

740 

865 

7 

3,  361 

61 

730 

1,168 

2,571 

594 

987 

743 

191 

10 

280 
380 

2,106 

738 

660 

97 

220 

145 

1,786 

290 

129 

226 

12 
127 
147 
104 

38 

417 

518 

4 

1,826 

38 

364 
600 
1.348 
315 
450 

705 
168 
11 
228 
407 

2,010 

573 

668 

90 

133 

109 
1,664 
268 
131 
163 

10 
125 
105 
91 
33 

323 

347 

3 

1.535 

23 

366 
568 
1,223 
279 
537 

1 

Benson 

Billings 

•^ 

12             32 

Cass 

60 
23 
15 
3 
11 

5 
20 
10 

5 
15 

147 
35 
80 
12 
22 

17 
91 
33 
12 
36 

2 

Cavalier 

Dickey 

Eddy 

::;;;;;;;:::::: 

Foster 

Grand  Forks 

Griggs 

1 

Kidder 

1 

Lamoure 

j 

McHenry  (c) 

3             18 

Mclntosn 

5 

4 
9 

41' 

12 
11 
5 

31 
30 

1 
68 

a 

McLean 

Mercer 

Morton 

1 
1 

Nelson 

"■ 

j 

Oliver 

Pembina 

109  II         109 

5  :;         5 
61  .;         61 

"      * 

Pierce 

Kamsey 

11             ,50 
28             65 
63  ;         88 
.6-12 
25  '         46 

1 

R.insoi'i] 

93 

151 

18 

71 

i          93 
151. 

1         71 

"         ' 

Eichland 

Rolette 

Sargent 

:::::::::::::::: 



a  This  county  having  failed  to  report  for  1890,  the  figures  inserted  are  for  1888.       h  Includes  unseparated  colored.       c  No  report ;  estimated  aa  reported  for  1889, 


INSTITUTIONS. 


85 


Tablk  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Coiitinue.l. 

NORTH  DAKOTA— Continued. 


TEACHERS. 

PUPILS. 

CODNTIES. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Aggre- 
gate. 

White,  (o)                     j 

i 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

22 
65 
73 
13 

127 

155 

12 

20 

22 
65 
73 
13 

127 

155 

12 

20 

7 
24 
11 

2 

41 

41 

3 

3 

15 
41 
62 
11 

86 

114 

9 

17 

1 

359 

867 

1,022 

149 

1,938 

3,627 

223 

153 

3.59 

867 

1,022 

149 

1,9S8 

3,627 

223 

153 

183 

■183 
523 
80 

1,035 

1,917 

96 

90 

176 

384 

499 

63 

903 

1,710 

127 

63 

Steele 

::::::;  i:::::; 

' 

1        .  -  .. 



1 

Traill 

"Walsh 



Ward 

Wells 

.   ...         1 

1 

OHIO. 

1880.  Population 3, 198,  062.     Enrolled  in  public  common  schools 752,  442 

1890.  Population 3,672,316.     Enrolled  iu  public  conmion  schools 797,  4,S9 

Gain  of  population 14. 83  per  cent.     Gain  of  enrollmeut  in  public  common  schools .5. 98  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  OHIO  FOR  THE  YEAR  ENDED  AUGUST  31,  1890. 


The  State 

Adams 

Allen 

Ashland 

Ashtabula 

Athens 

Auglaize 

Belmont 

Brown 

Butler 

Carroll 

Champaign 

Clark 

Clermont 

Clinton 

Columbiana 

Coshocton 

Crawford  

Cuyahoga 

IJarke 

Defiance 

Delaware 

Erie 

Fairfield 

Fayette 

Franklin 

Fulton 

Gallia 

Geauga 

Greene 

Guernsey 

Hamilton 

Hancock 

Hardin 

Harrison 

Henry 

Highland 

Hocking 

Holmes 

Huron 

Jackson 

Jefferson 

Knox 

Lake 

Lawrence 

Licking 

Logan  

Lorain 

Lxica« 

Madison 

Mahoning 


TEACHERS. 


Aggre- 
gate. 


25, 156 


180 
272 
230 
540 
306 

206 
348 
214 
229 

206 

199 
266 
235 
192 
425 

184 
279 
991 
370 
249 

280 
247 
270 
171 
543 

240 
241 
227 
198 
260 

1,049 
306 
285 
178 
239 

256 
167 
181 
350 
168 

246 
272 
161 
204 
434 

275 
362 
365 
174 
355 


White. 


Total. 


25, 127 


180 
272 
230 
540 
306 

206 

348 
214 
228 
206 

199 
266 
235 
192 
425 

184 
279 
987 
370 
249 

280 
247 
270 
171 
543 

240 
241 
227 
198 
260 

1, 034 
306 
285 
178 
239 

258 
167 
181 
350 
168 

246 
272 
161 
204 
434 

275 
362 
365 
174 
355 


Male. 


10,  833 


122 
148 
115 
167 
109 

116 
164 
124 
97 

117 

103 
104 
121 
110 
161 

120 
119 
113 
217 
94 


57 
167 

89 
159 

HI 

146 

69 

84 

149 

203 
154 
122 
105 


150 

90 

123 

117 

96 

110 
165 
30 
116 
175 

132 
78 
61 
82 

141 


Fe- 
male. 


14  294 


259 


Colored. 


Total. 

Male. 

Fe- 
male. 

29 

8 

21 

! 

1 

1 

4 

4 

15 

6 

9 

Aggre- 
gate. 


797,439 


6,730 
8,916 
6,415 
9,913 
8,842 

7,167 
14,092 
7,881 
8,827 
5,073 

6,500 
10,156 
8,378 
6,029 
13,  528 

7,431 
7,641 
46,  308 
11,765 
6.448 

6,613 

7,128 

8,571 

5,565 

20,  773 

5,738 
7,919 
3,379 
6,832 

8,182 

47, 494 
9,652 
7,982 
5,557 
6,683 

7,585 
6,201 
5,769 
7,614 
7,836 

8,897 
6,710 
3,  377 
9,987 
10, 159 

6,659 
8,537 

15,265 
4,902 

10,900 

a  Inciudt-s  unseparated  colored. 


White,  (o) 


Total. 


793, 754 


6,730 
8,916 
6,415 
9,913 

8,842 

7,167 
14,092 
7,881 
8,757 
5,073 

6,500 
9,458 
8,378 
6,029 
13,  528 

7,431 
7,641 
45,  886 
11, 765 
6,448 

6,613 
7, 033 
8,571 
5,  565 
20,  773 

5,738 
7,919 
3,379 
6,832 
8,182 

45,  894 
9,  652 
7,982 
5,  557 
6,683 

7,  585 
6.201 
5,769 
7,614 
7,836 

8,772 
6,710 
3,377 
9, 987 
10,116 

6,659 
8,537 

15,  265 
4,902 

10,779 


Male. 


411,634 


3,549 
4,093 

3,  372 
4,939 
4,559 

3,780 
7,165 
4,159 
4,406 
2,617 

3,414 
4,972 
4,425 
3,193 
7,044 

3,950 
3.914 
23.350 
6,200 
3.453 

3,293 
3,695 
4,541 
2,809 
10.  404 

3,008 
4,070 
1,827 
3,575 
4,234 

23,  426 
5,060 

4,  075 
2,861 
3,  586 

3.  987 
3,185 
3, 163 
3,997 
4,026 

4,538 
3,518 
1,747 
5,147 
5,179 

3,459 
4.347 
>7,  779 
2.543 
5,475 


Fe- 
male. 


382,120 


3,181 
4,  223 
3,043 
4,974  i 
4,283 

3.387 
6,927 
3,  722 
4,351 
2,456 

3,086 
4,486 
3,953 
2,836 
6,484 

3,481 
3,727 
22,536 
5,565 
2,995 

3,320 
3,  338 
4,030 
2,  696 
10,  369 

2,730 
3,843 
1,552 
3,257 
3,948 

22,  468 
4,586 
3, 907 

2,  696 
3,097 

3,598 

3,  OIU 
2,606 
3,617 
3,810 

4,234 
3,192 
1,830 
4,840 
4,937 

3,200 
4,190 
7.486 
2.359 
5,304 


Colored. 


Total. 


3,685 


Male. 


1,805 


Fe 
male. 


1,880 


34  36 


098  344 


422 


95 


198 


125 


121 


800 


55 


16 


51 


27 


70 


86 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

OHIO— Continued. 


TKACHKES. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

Wliite. 

Colored. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

286 
274 
267 
177 
261 

211 
424 
244 
245 
359 

237 
143 
192 
209 
203 

135 
351 
189 
241 
353 

283 
261 
187 
350 
196 

505 
367 
410 
311 
246 

257 
160 
172 
391 

339 
265 
389 
241 

286 
274 
267 
177 
261 

211 
424 
244 
245 
359 

237 
143 
192 
209 
203 

135 
351 
189 
241 
353 

278 
261 
183 
350 
196 

505 
367 
410 
311 
246 

257 
160 
172 
391 

339 
265 
389 
241 

115 
124 
120 
111 
128 

169 
135 
134 
111 
160 

170 

45 

93 

122 

125 

84 
124 
108 
139 
139 

107 
101 
93 
166 
106 

239 
116 
142 
175 

118 

126 
85 
78 

154 

182 
118 
133 
119 

171 
150 
147 
66 
133 

42 
289 
110 
134 
199 

67 
98 
99 

87 
78 

51 
227 

81 
102 
214 

171 
160 
90 

184 
90 

266 
251 
268 
136 
128 

131 
75 
94 

237 

157 
147 
256 
122 

6,423 
5,698 
8,051 
7.256 
8,515 

7,067 

17,  803 
5,095 
4,786 

11,  276 

5,926 
5,847 
7,289 
8,025 
6,739 

4,744 
6,562 

5,885 
7,795 
8,660 

9,209 
6,902 
8,510 
8,942 
5,947 

18,  809 
11, 177 

9,729 

12,  615 

6,074 

8,789 
4,546 
5,717 
11,237 

10,611 
6,270 

10,  820 
5,587 

6,423 

5.698 
8.051 
7,256 
8.515 

7.067 

17,  803 
5,  095 
4,786 

11,276 

5,926 
5,847 
7,289 
8,025 
6,739 

4,744 
6,562 

5,885 
7,  795 
8,660 

9,001 
6,892 
8,322 
8,936 
5,947 

18,  797 
11,090 

9.729 

12.  615 

6,074 

8,789 
4,546 
5,717 
11,237 

10,  611 
6,270 

10,  820 
5,587 

3,260 
2,978 

4,  237 
3,828 
4,495 

3.894 
9.139 
2.678 
2,539 
5,847 

3,171 
2,982 
3,763 
4.198 
3,553 

2,503 
3,348 
3,186 
4,062 
4,485 

4,634 
3,687 
4,248 
4,616 
3.244 

9,612 

5.  637 
4,911 
6,641 
3, 149 

4,633' 
2,  351 
3.040 

5,  87S . 

5,541 
3,173 
5,688 
3,030 

3,163 
2,720 
3,814 
3,  428 
4,020 

3,173 
8.664 
2,417 
2,247 
5,429 

2,755 
2.865 
:;.  526 
3,827 
3,186 

2,241 
3,214 
2,699 
3,733 
4,175 

4,367 
3,205 
4,074 
4,320 
2,703 

9,185 
5,453 
4,818 
5,974 
2,925 

4,156 
2.195 

2,677 
5,364 

5,070 
3,097 
5, 132 
2,557 

Koble 

Ottawa 

Pike 



5 

1 

4 

208 
10 

188 
6 

114 
5 

103 
4 

94 

5 

Scioto 

4 

1 

3 

85 

2 

Shelby 

Stark     

12 

87 

4 
37 

8 

50 

Union        

Van  "Wert     

Warren 

Washington 

Wavne 

Wjl'liama      

Wood 

OKl.AIIOinA. 

PUBLIC  COMMON  SCHOOLS  OF  OKLAHOMA  REPORTED  TO  AUGUST  31,  1890. 


TEACHERS. 

PUPILS.                          \ 

connTiEs. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

Total. 

Mrfe. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  Territory  (ft) 

17 

17 

15 

2 

579 

579 

273 

306 

17 

17 

15 

2 

579 

579 

273 

306  ■ 



a  luclodea  unseparated  colored. 


b  Greer  county  only  (claimed  by  Texas). 


OF  T»« 


INSTITUTIONS. 

Tablk  8.— school  ?:NR0LLMENT,  census  of  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

OBECiOIV. 


1880.  Population 174, 768.     Enrolled  in  public  common  schools 37, 437 

1890.  Population 313,  767.     Enrolled  in  public  <'omuion  scliools 63, 354 

Gain  of  population 79. 53  per  cent.     Gain  of  enrollment  in  public  common  scliools 69. 23  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  OREGON  FOE  THE  YEAR  ENDED  MARCH  3,  1890. 


TEACHEBS. 


The  State 

Baker 

Bentou 

Clackamas 

Clatsop 

Columbia 

Coos 

Crook -... 

Curry 

Douglas 

Gilliam 

Grant 

Harney 

Jackson 

Josephine 

Klamath 

Lake 

Lane 

Linn 

Malheur 

Marion 

Morrow 

Multnomah 

Polk 

Sherman 

Tillamook 

Umatilla 

Union 

Wallowa 

Wasco 

Washington  ... 
Tamhill 


Aggre- 
gate. 


2,506 


57 
85 
158 
35 
■a 

90 
49 
14 
158 
34 

41 

17 

10ft 

32 

20 

29 
196 
203 

18 
130 

30 
252 
99 
29 
24 

129 
95 
29 
86 
139 
155 


White,  (o) 


Total. 


2,566 


57 
85 
156 
35 
26 

90 
49 
14 
158 
34 

41 
17 
109 
32 
20 

29 
196 
203 

18 
130 

30 
252 
99 
29 
24 

129 
95 
29 
86 
139 
155 


Male. 


1,111 


48 
16 
8 

13 
71 
113 
10 
58 

14 
58 
40 
19 
16 
66 

44 
15 

20 

77 
72 


Fe- 
male. 


1,455 


61 
16 
12 

16 

125 

90 

8 

72 

16 

194 

59 

10 

8 

63 
51 
14 
66 
62 


Colored. 


Total. 


Male. 


Fe- 
male. 


PUPILS  (BETWEEN  4   AND  20  YEARS  OF    AOE). 


Aggre- 
gate. 


63,354 


1,350 
2,610 
4,009 
1,181 
910 

1,926 
641 
300 

3,170 
908 

1,104 

412 

2,740 

1,160 

551 

590 
3,741 
4,098 

249 
4,658 

903 
9,153 
1,960 

445 


3,261 
2,566 
1,093 
1,329 
2,955 
2,693 


White,  (o) 


Total. 


63,339 


1,350 
2,610 
4,009 
1,181 
910 

1,926 
641 
300 

3,170 


1,104 

412 

2,740 

1,160 

551 

590 
3,741 
4,098 

249 

4,658 

903 
9,138 
1,960 

445 


3,261 
2,566 
1,093 
1,329 
2,955 


Male. 


32,308 


656 

1, 326 

2,103 

600 

469 

1,003 
335 
160 

1,587 
453 

504 

214 

1,421 

filO 


Fe- 
male. 


31,031 


1,284 

1,906 

581 

441 

923 
306 
140 
1,583 
455 

600 

198 

1,319 

550 


279 

272 

296 

294 

1,860 

1,881 

2, 166 

1,932 

132 

117 

2,503 

2,155 

416 

487 

4,504 

4,634 

1,015 

945 

252 

193 

335 

353 

1,606 

1,655 

1,354 

1,212 

513 

580 

645 

684 

1,629 

1,326 

1,362 

1,331 

Colored. 

Total. 

Male. 

Fe- 
male. 

15 

4 

11 



^ 

15 

4 

11 

a  Includes  unseparated  colored. 


88 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890  :  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

PKIVIVN  V  I.,  VA.'V  ■  A. 

1880.  Population 4.  282, 891.     Enrolled  in  public  common  schools 950, 30O 

1890.  Population  .  .i 5,258,  014.      Enrolled  in  public  common  schools )...   1,011, 163 

Gain  of  population 22.  77  per  cent.      Oain  of  enrollment  in  public  common  schools 6.  40  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  PENNSYLVANIA  FOE  THE  YEAR  ENDED  JUNE  2,  1890. 


TEACHERS. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 
37 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe. 
male. 

The  State 

24,580 

24,543 

8,383 

16,160 

11 

26 

1,  Oil,  163 

1,  005,  649 

511,270 

494, 379 

5,514 

2,578 

187 
1,601 
292 
263 
293 

661 
303 
665 
313 
340 

296 
63 
180 
261 
414 

269 
331 
175 
219 
726 

248 
397 
244 
136 
618 

348 
103 
319 
73 
208 

248 
282 
252 
107 
464 

658 
226 
236 
348 
699 

378 
■279 
.105 
114 

i:to 

447 
H4 

;w;i 
3-iO 
189 

2,694 

68 

242 

622 

115 

276 

97 

452 

442 

102 
348 
30O 
379 

366 
501 
183 
492 

187 
1,601 
292 
263 
293 

661 
303 
665 
313 
340 

296 
63 
180 
261 
414 

269 

175 
219 
726 

248 
391 
244 
136 
618 

348 
103 
319 
73 
208 

248 
282 
252 
107 
464 

657 
226 
236 
348 
699 

378 
279 
505 
114 
136 

447 
84 
383 
320 
189 

2,066 

68 

1        242 

622 

115 

276 

97 

452 

442 

102 
,        348 

i        300 
,379 

1        366 

1        501 

183 

490 

100 
195 
146 
87 
192 

372 
134 
152 
127 
150 

99 

7 
87 
157 
63 

105 
123 

71 
84 
150 

130 

219 

18 

40 

93 

180 
25 

197 
48 

127 

149 
149 

127 
68 
73 

301 
79 
166 
217 
180 

145 

37 

175 

.59 

97 

161 
36 
242 
169 
123 

99 
17 
39 
206 
94 

196 
21 
91 
91 

69 

no 

42 
129 

,')8 
2(17 

48 
315 

.     87 

1,406 

146 

176 

101 

289 
169 
513 
186 
190 

197 

56 

93 

104 

351 

164 

208 
104 
135 
576 

118 
172 
226 
90 
525 

168 
78 

122 
25 
81 

99 
133 
125 

39 
391 

.356 
147 
70 
131 
519 

233 

242 

330 

55 

39 

286 
48 
141 
151 
66 

2,567 

51 

203 

356 

21 

80 

76 

361 

351 

33 
238 
258 
250 

308 
234 
135 
175 

7,264 
82, 571 
12,  214 
10,425 
10,596 

27, 114 
13,824 
14, 187 
12,  935 
14,320 

12,  752 
1,  500 
8,766 

10,  389 
17.441 

9,446 
15,  085 
6,009 
9,206 
15,281 

9,652 
19,244 
12,054 

4,015 
15,607 

16,271 

1,887 

12,163 

2,845 
7,607 

8,751 
10,687 
10,688 

4,314 
24,235 

29,  873 

7.897 

9,455 

15,  309 

35,995 

14,259 
9,469 

13,  227 
5,038 
4,855 

20,  352 
2,810 
16,554 
15,  904 
6,944 

162,108 

2,033 

4,432 

32, 105 

4,649 

10,099 
2,417 
8,682 

11, 894 

4,057 
11,307 

7,906 
14, 788 

7,139 
22,921 

3,790 
21,550 

7,264 
82.571 

12,  214 
10,  425 
10,596 

27,  014 

13,  779 
14, 187 
12,  935 
14,320 

12, 752 
1,500 
8,766 
10,389 
17,441 

9,446 
15,085 
6,009 
9,206 
15,258 

9,652 
18,  774 
11,721 

4,015 
15,567 

16,  271 
1,887 

12,000 
2,  845 
7,607 

8,751 
10,  687 
10,  688 

4,314 
24,210 

29,683 
7,879 
9,455 
15,309 
35,  989 

14.044 
9,453 

13,227 
6,038 
4,855 

20, 265 
2,810 
16,489 
15,  882 
6,944 

158,  573 
2,033 
4,4.32 
32,  078 
4.649 

10,  099 
2,417 
8,682 

11,  894 

4,057 
11,282 

7,906 
14,788 

7,139 
22.921 

3,790 
21,441 

3,780 
41,582 
6,254 
5,445 
5,566 

14,099 
7,008 
7,327 
6,983 
7,434 

6,512 
729 
4,527 
5,436 
3,726 

4,857 
7,546 
2,940 
4.999 
7,829 

4,923 
9.457 
5.915 
2.106 
7,861 

8.416 
973 
6,292 
1,530 
4,146 

4,487 
5,552 
5,554 
2,232 
11,358 

15, 601 
4,011 
4,930 
8,070 

17,915 

7,102 
4,770 
6,969 
2,497 
2,558 

10, 279 
1,408 
8,689 
8,040 
3,570 

77,  762 
1,034 
2,301 

16,  096 
2,456 

5,158 
1,238 
4,557 
6, 1.33 

2.146 
5,673 
3,970 
7,389 

3,556 
11,  805 

1,997 
11,203 

3.484 

40.  989 

5,960 

4,980 

5,  030 

12.915 
6.771 
6,860 
5,9.52 
6,886 

6,240 
771 
4,239 
4,  953 
8.715 

4,589 
7,639 
3,069 
4,  207 
7,429 

4,729 
9,317 
5,806 
1,909 
7,706 

7.  855 
914 
5,708 
1,315 
3,461 

4,264 
5,135 
5,134 
2,  082 
12,852 

14,082 
3,868 
4,525 
7,239 

18,  074 

6,  942 
4,  683 
6,258 
2,541 
2,297 

9,986 
1,402 
7.800 

7,  836 
3,374 

80,  811 
999 

2,131 
15,982 

2,193 

4,941 
1,179 
4,125 
5,761 

1,911 
5,600 
3.930 
7,399 

3,583 
11. 116 

1,793 
10,238 

Allegheny 

Annstronff 

Bedford 

100 
45 

50 
21 

Blair       

24 

BxiUer    

Center 

Clarion 

Clearticld 

Clinton 

23 

12 

11 

Cunibfrliind 

6 

1 

3 

3 

470 
333 

211 
152 

259 

Delawai't' 

181 

Elk 

Erie 

40 


24 

16 

Fayette  . . . 

1 

Forest 

Franklin 

163 

82 

81 

Fnlton 

Greene 

Juniata 

25 

190 
18 

10 

86 
8 

15 

1 

1 



104 

10 

Leliijjli 

6 

215 
•      16 

2 

107 
7 

4 

108 

9 

Mifflin 

Montgomery 

87 

43 

44 

65 
22 

33 

10 

32 

12 

28 

6 

22 

3,535 

1,658 

1.877 

Pike 

Potter 

Schuylkill 

27 

9 

18 

Sullivan 

Susquehanna 



Union 

Venango  

25 

6 

19 

"Washington  

Wvomine 

York.. .!...;;;....    . 

2 

;       1 

' 

109 

47 

62 

a  Includes  unseparated  colored. 


INSTITUTIONS. 


89 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

RHODE  I81,AIVD. 

1880.  Population 276, 531.     Enrolled  in  public  common  schools 42, 489 

1890.  Population 34.5,506.      Enrolled  in  public  common  schools 52,  774 

Gain  of  population 24. 94  per  cent.     Gain  of  eiirollnient  in  public  common  schools 24. 21  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  RHODE  ISLAJTD  FOR  THE  YEAR  ENDED  APRIL  30,  1890. 


TEACH  KH8. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

■White. 

Colored. 

1 

Aggre- 
gate.      1 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

1,378 

1,378 

174 

1.204 

52,774 

52,549 

26,382 

26,167 

225 

101 

124 

54 
110 
130 
899 
185 

54 
110 
130 
899 
185 

10 
26 
18 
79 
41 

44 

84 

112 

820 

144 

1,906 

3,  883 

4,017 

SX,  170 

4,798 

1,906 

3,  883 

3,  8l}7 

38, 153 

4,798 

934 
1,995 
1,936 
19,131 
2,386 

972 

1,888 

1,871 

19,  024 

2,412 

210 
15 

93 

8 

117 

7 

!ilOI  TH  I'AROI.IiVA. 


1880.  Population 995, 577.     Enrolled  in  public  common  schools 134, 842 

1890.  Population 1, 151, 149.      Enrolled  in  ])ublic  common  schools 203,461 

Gain  of  population 15. 63  per  cent.     Gain  of  enrollment  in  public  common  schools 50, 89  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  SOUTH  CAROLINA  FOR  THE  YEAR  1889-1890. 


TEACHERS. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

■White. 

Colored. 

Aggre- 
gate. 

■White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 
1,644 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

4, 321 

2,677 

1,102 

1,575 

1,044 

600 

203, 461 

90,051 

46,761 

43,290 

113,410 

54,279 

59,131 

Abbeville 

205 
132 
156 
144 
83 

127 
122 
133 
69 

77 

130 
76 
218 
114 
109 

67 
223 
78 
89 
92 

83 
143 

93 
154 

84 

107 

116 

171 

88 

90 

186 
144 
104 
93 
221 

119 
81 
102 

85 
18 

49 
111 
78 
45 
52 

86 
45 

121  ; 

66 

72 

22 
154 
48 
66 
65 

55 
88 
55 
101 
53 

63 
86 
89 
66 
51 

146 
86 
55 
62 

136 

35 
34 
31 
35 
2 

26 
10 
23 
33 
19 

44 
14 
43 
32 

27 

10 
71 
19 
55 
36 

26 
27 
37 
69 
24 

16 
36 
46 
25 
17 

48 
21 
21 
28 
82 

84 
47 
71 
50 
16 

23 
101 
55 
12 
33 

42 
31 
78 
34 
45 

12 
83 
29 
11 
29 

29 
61 
18 
32 
29 

47 
50 
43 
41 
34 

98 
65 
34 
34 

74 

86 
51 
54 
59 
65 

78 
•      11 
55 
24 
25 

44 
31 
97 
48 
37 

45 
69 
30 
23 
27 

28 
55 
38 
53 
31 

44 
30 
82 
22 
39 

40 
58 
49 
31 
85 

41 
34 
42 
39 
51 

36 
2 
31 
16 
17 

38 
18 
45 
22 
28 

33 
35 
18 
23 
18 

22 
30 
28 
40 

22 

23 
22 
70 
16 
24 

23 
32 
23 
20 

1           62 

45 
17 
12 
20 
14 

42 

9 

24 

8 
8 

6 
13 
.52 
26 

9 

12 
34 
12 

9' 

6 
25 
10 
13 

9 

21 
8 

12 
6 

15 

17 
26 
26 
11 
23 

9,344 
6,402 
7,150 
7,224 
6,391 

5,636 
6,405 
5.471 
3.  3.56 
2,889 

.5,983 
4,724 
8,913 
5,  612 
5,385 

2.829 
9,658 
2,599 
3,931 
4.405 

3,  797 
6,487 
3,046 
6,254 
4,049 

,5,405 

4,  013 
9,275 
4,  229 
6,029 

11.  282 
7,774 
4,743 
4,154 
8,617 

3,480 
2,778 
4,167 
2,681 
520 

997 
2,978 
1,864 
2,  224 
1,258 

3,066 
2,  Oil 
3,650 
1,544 
2,386 

640 
5,369 
1,414 
2,  759 
2.007 

2,059 
3,050 
1,912 
3, 1.58 
1,817 

1,933 
2,  945 
3,103 
3,279 
1,844 

7,310 
2,  215 
1,910 
1,760 
3,963 

1,751 
1,472 
2,102 
1,407 
232 

588 
1,111 

944 
1,180 

650 

1,668 
1.057 
1,890 
781 
1,166 

350 
2,853 

758 
1,514 
1,024 

1,  0*48 
1,748 
1,  (106 
1,659 
933 

993 
1,531 
1,640 
1,725 

935 

3,943 

1,173 

956 

924 

2,069 

1,729 
1,306 
2,065 
1,274 
288 

429 
1,867 

920 
1,044 

608 

1,398 

954 

•1,760 

763 

1,220 

290 
2,516 

65ft 
1,245 

983 

1,011 
1,302 

9U6 
1,499 

884 

940 
1,414 
1,463 
1,554 

909 

3,367 

1,042 

954 

836 

1,894 

5,864 
3,624 
2,983 

4.  .543 
5,871 

4,639 
3,427 
3,607 
1,132 
1,631 

2,917 
2,713 

5.  263 
4,068 
2,999 

2,189 
4,289 
1,185 
1,172 
2,398 

1,738 
3,437 
1,134 
3,096 
2,232 

3,472 
1,068 
6,172 
950 
4,185 

3,972 
5,559 
2,833 
2.394 
4,654 

2,659 
1,712 
1,400 
2,231 
2,762 

2,473 

1,  4.37 

1,683 

521 

834 

1,.546 
1,  370 
2,443 
1,867 
1,478 

1,143 

2,030 

540 

576 

1,158 

851 
1,580 

501 
1.518 
1,  093 

],iJ74 
503 

3,073 
476 

1,959 

1,943 
2,689 
1,330 
1,105 
2,215 

3,205 

_A.iken            

1,912 

1,583 

2,312 

3,109 

2,166 

1,990 

1,924 

611 

797 

1,371 

1,343 

2,820 

Fairticld          

2,201 

Flort-mre 

1,521 
1,046 

2,259 

639 

.596 

1,240 

887 

1,857 

633 

1,578 

Marlboro 

1,139 
1,898 

565 

Orangvburg 

Pickens 

Richland 

3,099 

474 

2,226 

2,029 

2,870 

1,503 

Wiliiamaburg 

York                       

1,289 
2,439 

a  Includes  uuseparated  colored. 


90 


EDUCATION. 


Tablk  §.— school  enrollment,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

SOUTH  DAKOTA. 

1880.  Population 98,268.     Enrolled  in  public  common  schools 9,972 

1890.  Population 328,  808.     Enrolled  in  public  common  schools 77,  943 

Gain  of  population 234.60  per  cent.     Gain  of  enrollment  in  public  common  schools 681.62  j)er  cent. 

PUBLIC  COMMON  SCHOOLS  OF  SOUTH  DAKOTA  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


TEACHERS. 

purns. 

COUNTIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre 
gate. 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Thft  Sfjitp 

4,420 

4,420 

1,294 

3,126 

77,943 

77,940 

41, 008 

36,932 

3 

3 

Aurora 

98 
158 

84 
155 
243 

111 
16 
15 
35 
59 

126 

75 
88 

135 
90 
71 
68 
33 

86 
104 

64 
145 

75 

39 
104 
65 
67 
147 

129 

50 
126 
112 

36 

74 

25 

109 

147 

92 

48 
68 
37 
99 
209 

2 
66 
126 
93 
31 
76 

98 
158 

84 
155 
24:! 

Ill 
16 
15 
35 
59 

126 
75 
88 
38 
71 

135 
90 
71 
68 
33 

86 
104 

64 
145 

75 

39 
104 
65 
67 
147 

129 
50 
126 
112 
36 

74 

25 

109 

147 

92 

48 
68 
37 
99 
209 

2 
66 
126 
93 
31 
76 

39 
44 
32 
50 

74 

39 

1 

1 

8 

18 

33 
21 
18 
5 
17 

34 
26 
26 
18 
6 

21 
33 
21 
45 

59 

114 

52 

99 

169 

72 
15 
14 
27 
41 

93 
54 
70 
33 
54 

101 
64 
45 
50 
27 

65 

43 
100 

1,356 
2,598 
2,268 
2,739 
3,457 

2,030 
224 
210 
378 

1,068 

1,548 
1,935 
1,747 
803 
1,385 

1,972 
1,397 
1,291 
1,090 
598 

1,096 
1,683 
1,107 
1,834 
1,089 

1,112 

2,343 

540 

908 

1,848 

1,874 
2,136 
2,530 
1,725 
526 

800 

721 

1,472 

6,162 

1,516 

1,129 

660 

452 

1,081 

2,794 

42 

564 

2,731 

2,649 

337 

2,328 

1,356 
2,598 
2,268 
2,739 
3,457 

2,030 
224 
210 
378 

1,068 

1,548 
1,  935 
1,747 
803 
1,385 

1,972 
1,  397 
1,  291 
1,090 
598 

1,096 
1,683 
1,107 
1,834 
1,089 

1,112 

2,343 

540 

968 

1,848 

1,  874 
2, 136 

2,  530 
1,725 

526 

800 

721 

1,472 

6,159 

1,516 

1,129 

660 

452 

1,081 

2,794 

42 

564 

2,731 

2,649 

337 

2,328 

694 
1,348 
1,170 
1,482 
1,807 

1,107 
110 
114 
193 
592 

819 

1,034 

894 

446 

677 

980 
769 
669 
503 
296 

582 
924 
558 
1,005 
614 

539 

1,192 
273 
538 
937 

999 

1,033 

1,359 

931 

281 

430 
397 
785 
3,266 
820 

580 
317 
242 
577 
1,513 

21 

299 

1,450 

1,344 

189 

1,249 

662 
1,250 
1,098 
1,257 
1,650 

923 
114 
96 
185 
476 

729 

901 
853 
357 
708 

992 

628 

DnnHIn 

Brookings 

Charles  Mix 



Clark 

r.lav 

1 

Custer 

Day          * 

j 

622 

527 



Faulk 

514 
759 
549 

82n 

475 

573 
1,151 
267 
430 
911 

875 

1,103 

1,171 

794 

245 

370 
324 
687 
2,893 
696 

549 
343 
210 
604 
1,281 

21 

265 

1,281 

1,305 

148 

1,079 

1 
1 

18              57 

17 
70 
8 
19 
42 

34 
8 
31 
37 
12 

7 

3 

24 

55 

14 

10 
14 
12 
27 
63 

is' 

45 

39 

6 

25 

22 
34 
57 
48 
105 

95 
42 
95 
75 
24 

67 
22 
85 
92 
78 

38 
54 
25 
72 
146 

2 
48 
81 
54 
25 
51 

j 

1 

Hv<le 

i 

1 

1 

McCook 

Marshall                     

Meade 

3 

3 

Moody 

Pennington 

Potter 

Spink 

Stanley 

SuUy 

Turner 

Walworth 

a  luolades  unseparated  colored. 


INSTITUTIONS. 


91 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:   PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 


1880.  Population 1,542,359. 

1890.  Population 1,767,518. 

Gain  of  population 14. 60  per  cent. 


Enrolled  in  public  common  schools 291, 500 

Enrolled  in  public  common  scliools 455, 732 

Gain  of  enrollment  in  public  common  schools 56. 34  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  TENNESSEE  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


TEACHEB8 

• 

PUPILS. 

COUNTIES. 

Agere- 
gale. 

White. 

Colored. 

Aggre- 
gate. 

■White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Thft  S^tate               

8,376 

6,549 

67 
95 
52 
38 
.     81 

47 
65 
79 
116 
42 

35 
62 

77 
41 
32 

66 
61 
46 
221 
51 

85 
73 
.55 
76 
32 

54 
128 
106 

53 
120 

27 
42 
115 
48 
92 

78 
99 
50 
71 
98 

81 
24 
79 
61 
19 

68 
37 
206 
14 
57 

77 
17 
98 
42 
71 

84 
54 
69 
65 

74 

102 
34 
65 
79 
24 

49 
100 
78 
47 
29 

4,090 

2,459 

1,827 

1,075 

752 

455,732 

354, 130 

183,523 

170,607 

101,602 

50,493 

51,109 

75 
130 
56 
43 
93 

56 
68 
88 
161 
50 

48 
83 
80 
42 
36 

76 
89 
46 
324 
61 

95 
87 
74 
157 
32 

71 
172 
158 

58 
136 

29 
53 

164 
52 

140 

95 
113 
110 

91 
123 

103 
32 
93 
64 
21 

87 
38 
246 
16 
86 

82 
20 
129 
52 
83 

93 

60 

127 

76 

104 

165 
41 
74 

126 
26 

49 
120 
81 
51 
29 

45 
33 
44 
22 
59 

39 
59 
61 
80 
30 

28 
41 
69 
26 

27 

40 
45 
26 
57 
36 

72 
31 
35 
15 

19 

36 
66 
62 
46 
70 

25 
23 
48 
44 
50 

50 
79 
20 
55 
51 

62 
16 
51 
41 
18 

47 
30 
116 
11 
32 

44 
14 
46 

28 
47 

52 
40 
24 
39 
50 

59 
25 
45 

27 
12 

36 
65 
62 
39 
18 

22 
62 
8 
16 
22 

8 

6 

18 

38 

12 

7 
21 

8 
15 
5 

26 
16 
20 
164 
15 

13 
42 
20 
61 
13 

18 
62 
44 
7 
50 

2 

19 
67 

4 
42 

28 
20 
30 
18 
47 

19 

8 
28 

20 

1 

21 
7 

90 
3 

25 

33 
3 
52 
14 
24 

32 
14 
45 
26 
24 

43 
9 
20 
52 
12 

13 
35 
16 
8 
11 

8 
.35 
4 
5 
12 

9 
3 
9 

45 
8 

13 

21 

3 

1 
4 

10 
28 

4 
20 
3 
4 
6 

8 
2 
7 

27 
5 

10 

14 

3 

1 
2 

5 
18 

4 

15 
1 

1 
6 

3 

1 

2 

18 

3 

3 

7 

2 

5 

10 

3,752 
7,314 
3,605 
1,603 
5,  078 

3,565 
4.009 
3,810 
6,725 
2,846 

2,506 
2,831 
4,648 
2,  521 
2,240 

3,79G 
4,769 
1,471 
16,  760 
2,667 

5,  730 
3.620 
3,927 
6,917 
1,796 

4,742 
10,  234 
8.568 
5,130 
9,174 

1,953 
2,548 
10, 160 
4,039 
5.800 

4,128 
7.218 
6,258 
4,417 
5,881 

4,567 
1,175 
3.900 
3,362 
1,335 

6,288 
2,216 
8,474 
8M 
3,056 

3,153 
591 
7,317 
2,240 
5,007 

2,538 
2,839 
6,540 
4,732 
6,582 

8,470 
1,934 
3,576 
6,444 
1,210 

2,296 
8,050 
1,322 
1,951 
1,678 

3,531 
5,  424 

3,  450 
1.439 

4,  721 

3,215 
3,910 
3,375 
4,974 
2,  562 

2,033 
2,348 
4,443 
2,431 
1,750 

3,522 
3,557 
1,459 
10,690 
2,140 

5,240 
3,047 
2,760 
2,010 
1,796 

3.827 
7,526 
5,396 

5,  o:io 

8,614 

1,919 
2,  261 
7,106 
3,980 
3,600 

3,311 
6.641 
2,611 
3,777 
4,545 

3,697 
925 
3,349 
3,281 
1,160 

5,491 
2,125 
7,559 
684 
1,357 

2,965 
525 
5,539 
1,818 
4,402 

2,262 
2,457 
3,415 
4,120 
4,865 

4,937 
1,715 
3,276 
3,302 
1,167 

2,296 
6,850 
4,250 
1,777 
1.B77 

1,803 
2.  846 
1,700 
811 
2,486 

1,  740 
1,980 
1,725 
2,597 
1,388 

1,076 
1,167 
2,467 
1,297 

775 

1,766 
1,887 
787 
5,490 
1,097 

2,750 
944 

1,485 

1,029 

927 

2,001 
3,960 
2,802 
3,000 
4,900 

903 
1,  222 
3,601 
2,113 
1,895 

1,829 
3.465 
1,  325 
2,072 
2, 177 

1,884 

500 

1,662 

1,736 

660 

2,651 

1,135 

3,938 

349 

719 

1,546 
300 

3,021 
953 

2,343 

1,238 
1,313 
1,690 
2,100 
2,433 

2,520 

900 

1,710 

1,740 

603 

1,246 

3,800 

2,225 

947 

893 

1,  728 
2,578 
1,750 

628 
2,235 

1,475 
1,930 
1,650 

2,  377 
1,174 

957 
1,181 
1,976 
1,134 

975 

1,756 
1,670 
672 
5,200 
1,043 

2,490 

2,103 

1,275 

981 

889 

1,828 
3,566 
2,594 
2,030 
3,714 

1,016 
1,039 
3,505 
1,867 
1,705 

1,482 
3,176 
1,286 
1,705 
2,368 

1,813 

425 

1,687 

1,545 

500 

2,840 
990 

3,621 
315 
638 

1,419 
225 

2,518 
865 

2,059 

1,024 
1,144 
1,725 
2,020 
2,432 

2,417 

815 

1,566 

1,562 

564 

1,050 

3,250 

2,025 

830 

784 

221 
1,890 
155 
164 
357 

350 

99 

435 

1,751 

284 

473 
483 
2o5 
90 
490 

274 

1,212 

12 

6.070 

527 

490 

573 

1,187 

4,907 

122 

942 

75 

85 

175 

200 
45 
275 
870 
144 

255 

227 

99 

53 

200 

143 

593 

7 

3,025 

256 

250 
281 

625 
2,297 

99 

948 

80 

HlftdRoe                   .         

79 

182 

150 

54 

160 

881 

140 

218 

256 

niaibome  (d)           

106 

Clay      

37 

Cocke  («)       

290 

Cofl'ee                         

131 

619 

5 

103 
10 

10 
14 
19 

81 

53 
10 

8 

9 

14 

45 

50 

2 

5 

5 

38 

3,045 

271 

Dekalb              

240 

292 

542 

2,610 

Franklin         

17 
44 
52 
5 
18 

2 
11 
49 

4 
48 

17 
14 
60 
20 
25 

22 
8 

14 
3 

2 

19 
1 

40 

2 

29 

5 

3 

31 

10 

12 

9 

6 

58 

11 

30 

63 

7 
9 

47 
2 

11 

27 

33 

4 

9 

1 

5 
20 

3 
27 

12 
7 
37 
15 
20 

i          14 



10 
2 
2 

13 
1 

22 
2 

17 

4 

3 
17 

3 
11 

4 
5 

28 
7 

20 

48 
5 

7 
22 

1 

6 

17 
19 

1 
7 

1 
6 

29 
1 

21 

5 
7 
23 
5 
5 

8 
8 
4 
1 

6 

is 

12 

1 

14 

7 
1 

5 

1 
30 

4 
10 

15 
2 
2 

25 

1 

915 

2,708 

3,172 

100 

560 

34 

287 

3,054 

59 
2,200 

817 
577 

3,847 
670 

1,136 

870 
250 
551 
81 
175 

797 

91 

915 

149 

1,699 

188 

86 

1,778 

422 

605 

276 
182 

3,125 
612 

1,717 

3,533 
219 
300 

3,142 
43 

435 

1,257 

1,595 

70 

295 

16 

137 

1,466 

31 
1,106 

425 
294 
1,834 
288 
544 

432 
130 
262 
42 
125 

432 

46 

494 

75 
875 

104 
30 
989 
209 
330 

156 

81 

1,505 

352 

865 

1,811 
136 

178 

1.569 

22 

480 

1,451 

Giles 

1,577 

30 

Greene 

265 

18 

150 

1,588 

28 

1,094 

392 

283 

Haywood 

Henderson  (6)  . . 

1,813 

382 

592 

438 

Houston 

120 

289 

39 

James 

50 

365 

45 

Knox  (/) 

421 

Lake 

74 

824 

84 

Lewis 

36 

Lincoln . 

789 

213 

^''■Minn 

275 

McNairy 

120 
101 

1,620 

Marion 

260 

Marshall 

852 

1,722 

Meigs 

83 

Mnnrno 

124 

1,573 

21 

Obion 

20 
3 
4 

12 
2 
3 

8 
1 
1 

i,2o6 

72 
174 

1 

500 
37 
90 

1 

700 

35 

81 

Kckett 

a  Pupils  from  report  for  1889. 
b  Teachers  fivrn  report  for  1889. 


e  Teachers  from  report  for  1888. 
d  Wholly  from  report  for  1888. 


e  Wholly  from  report  for  1889. 
/PnpUs  from  report  for  1888. 


92 


EDUCATION. 


Tablk  ^.—school   enrollment,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

TEIVNKSMEE-'Coutinued. 


COUNTIES. 


Polk 

Putnam 

Rhea  (a) 

Koane 

Robei'taoD . . 

Rutherford . 

Scott 

Sequatchie  . 

Sevier 

Shelby 

Smith 

Stewart 

Sullivan 

Sumner 

Tipton 

Trousdale . . 
Unicoi  (6)  .. 

Union 

Van  Buren  . 
"Warren 

"Wai*hington 

"Wayne 

"Wealjlev  — 

"White.." 

"Williamson 
"Wilson  (!)).. 


TBACHEB8. 


Aggre- 
gate. 


45 
74 
59 
92 
105 

144 
59 
14 
99 

270 

92 
61 
1(K) 
129 
72 

34 

12 
55 
21 

77 

94 
77 
151 
81 
122 
148 


White. 


Total. 


4.1 
69 
50 

81 
75 

92 
56 
14 
92 
148 

74 
49 
91 
102 
39 

24 
12 
54 
20 
61 

87 
71 

113 
70 
71 

111 


Male. 


Fe- 
male. 


10 

7 
10 
22 

28 

41 
9 
2 

13 
132 

18 
10 
23 
58 
28 

14 
1 
3 


Colore<l. 


Total. 


7 
122 

18 

12 

9 

27 


10 


Male. 


■M 

7 

31 

22 


Fe- 
male. 


Aggre- 
gate. 


2,592 
4, 430 
3, 920 
4,159 
4,147 

12,  716 

3,  096 

900 

6,374 

18,  736 

4,152 
3,437 
4,889 
7,170 
7,063 

1,911 

1,250 
3,728 
1,104 
5,274 

4,859 
3,443 
11, 184 
3,  S19 
8,455 
7,782 


"White. 


Total. 


2,522 
4,200 
3,360 
3,064 
3,044 

6,613 
2,981 
900 
6,075 
8,509 

3,  597 
2,975 
4,624 
4,760 
3,424 

1,282 
1,250 
3,704 
1,086 
4,750 

4,467 
3,108 
9,607 
3,  555 
."J,  690 
5, 189  I 


Male. 


1,290 

2,200 
1,650 
1,987 
1,665 

3.121 
1,494 
450 
3,189 
4,093 

1,919 
1,450 
2,  359 
2,421 
1,823 

651 
650 

1,874 
576 

2,500 

2,427 
1,650 
4,845 
1,892 
2,988 
2,519 


Fe- 
male. 


1,232 

2,000 
1,710 
1,677 
1,379 

3,492 

1,437 

450 

2,886 

4,416 

1,678 
1,525 
2.265 
2,  339 
1,601 

631 
600 

1,830 
510 

2,  250 

2,040 
1,458 
4,762 
1,683 
2,702 
2,670 


Colored. 


Total. 


70 

230 

560 

495 

1,103 

6, 103 
115 


299 

10,  2J7 

i 

555 

482 

285 

2,410 

3.639 

029 


Male. 


24 

18 

524 

392 

335 

1,577 

364 

2,765 

2,593 


38 
130 
260 
280 
565 

3.201 
71 


140 
4,871 

285 

198 

133 

1,126 

1.749 

257 


17 

10 

271 

203 
138 
812 
185 
1,264 
1,346 


Fe- 
male. 


32 
100 
300 
215 
538 

2,902 
44 


159 
5,356 

270 

264 

132 

1,284 

1,890 

372 


253 

189 
167 
765 
179 
1,501 
1,247 


TEXAS. 


1880.  Population 1,591,749. 

1890.  Population 2, 235,  .523. 

Gain  of  population 40. 44  per  cent. 


Enrolled  in  public  common  schools 176, 245 

Enrolled  in  public  common  schools 476,  421 

Gain  of  enrollment  in  public  common  schools 170.32  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  TEXAS  FOR  THE  YEAR  ENDED  AUGUST  31,  1890. 


The  State  . 


Anderson  .. 
Angelina... 

Aransas 

Archer 

Armstrong. 


Atascosa. 
Austin. .. 
Handera.. 
Bastrop  .. 
Baylor  . . . 


Bee 

Bell.... 
Bexar .  - 
Blanco  . 
Bosque. 


Bowie 

Brazoria  . 
Brazos  . . . 
Brewster. 
Brown 


Burleson  . 
Burnet . . . 
Caldwell . 
Calhoun . . 
Callahan  . 


Cameron  . . 

Camp 

Carson  — 

Cass 

Chambers . 


Aggi-e- 
gate. 


11.094 


18 
148 
121 

29 

78 

78 
59 
68 
3 
56 

68 
61 
77 
8 
33 

41 

29 

1 

247 

15 


TEACHERS. 


"White. 


Total.      Male. 


8,577 


18 
138 
106 
28 
72 

44 
17 
34 
3 
56 

41 
59 
45 
7 
33 

41 

19 

1 

163 

11 


.5, 026 


Fe- 
male. 


3,551 


85 
4 


Colored. 


Total. 


2,517 


10 


Male. 


1,676 


2 
8 
5 
1 
6 

11 
35 
22 


22 


45 
1 


Fe- 
male. 


841 


16 


Aggre- 
gate. 


476, 421 


4,307 

2,544 

279 

378 

41 

1,042 
3, 122 

916 
4,587 

293 

879 
8,172 
5.984 
1,300 
3,027 

3,480 
2,833 
4,043 
112 
2,594 

2,677 

2,  458 

3,  380 
187 

1,309 

2.023 

1,869 

39 

c4,  831 

374 


Total. 


367, 682 


White. 


2,394 

2, 195 

279 

378 

41 

993 
2,069 

897 
2,432 

293 

621 
7,650 
5, 137 
1,245 
2,899 

2,130 
607 

2,048 
112 

2,594 

1.378 
2,394 
2,169 
146 
1,309 

2,023 

858 

39 

2,875 
194 


Male. 


173, 829 


1,128 

1,029 
132 
178 
19 

470 
97S 
424 
1,151 
136 

293 
3,617 
2,  427 

589 
1.370 

1,007 

287 

967 

53 

1,228 

652 
1. 132 
1,025 


955 
407 

18 
,359 

91 


Fe- 
male. 


193,853 


1,268 

1,166 

147 

200 

22 

523 
1,091 

473 
1,281 

157 

328 
4,033 
2,710 

658 
I,. 529 

1,123 

320 

1,081 

59 

1,368 

726 

1,282 

1,144 

77 

690 

1,088 

451 

21 

1,516 
103 


Total. 


Colored. 


Male. 


108, 739 


1,913 
349 


49 
1.053 

19 
2,155 


58 

522 

847 

55 

128 

I 

1,350  i 

2,026 

1,995 


50,476 


1,299 

64 

1,211 

41 


811 


1,956  ; 

180  I 


885 
160 


23 

488 


27 

242 

393 

25 

59 

627 
940 
926 


603 
29 

561 
19 


378 


908 
83 


Fe- 
male. 


58,263 


1,028 

189 


26 

565 

10 

1,156 


31 
280 
454 

30 


723 
1,086 
1,069 


35 

650 

22 


435 


1,048 
97 


a  Pupils  from  report  for  1889. 


b  "Wholly  from  report  for  1889. 


e  Report  for  1889,  exotspt  for  the  district  of  Atlanta. 


INSTITUTIONS. 


93 


Tablk  8.— school  enrollment,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

TEXAS— Continued. 


TEACHRRR 

PUPOS. 

I 

COONTIBS. 

Aggre- 
gate. 

115 

7 
39 

6 
24 

165 
106 
30 

78 
4 

134 

83 

6 

185 
50 

111 

70 

6 

2 

13 

57 

15 

168 

29 

6 

106 
105 
190 
151 

17 

52 
38 
93 
21 
103 

38 
30 
96 

2il2 
39 

102 
84 
3 
51 
15 

17 

121 

113 

10 

60 

3 
101 

21 
133 

44 

99 

155 

5 

146 

■White. 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

79 
7 

36 
6 

23 

152 
60 
28 
78 
4 

129 

79 

6 

156 
46 

100 

51 

6 

2 

13 

57 

15 

138 

28 

102 

67 

167 

101 

17 

11 
31 
53 

21 
80 

37 
19 
63 
176 
17 

59 
53 
3 
51 
15 

13 
77 
40 
10 
50 

3 

77 

21 

119 

43 

89 

85 

4 

131 

60 

5 
18 

5 
11 

111 
34 
25 
57 
3 

79 
50 
2 
86 
35 

65 

25 

2 

1 

7 

35 
9 

81 
5 
2 

65 

34 

118 

59 

12 

5 
21 
27 

8 
14 

26 
6 

27 
85 
10 

23 
37 
2 
34 
11 

7 
22 
21 

6 
24 

2 
51 
17 
80 
23 

70 

44 

2 

86 

19 

2 
18 

1 
12 

41 

26 

3 

21 

1 

50 
29 
4 
70 
11 

35 
26 

4 
1 
6 

22 

6 

57 

23 

4 

37 
33 
49 
42 
5 

6 
10 
26 
13 
66 

11 
13 
36 
91 

7 

36 
16 

1 
17 
4 

6 
.55 
19 

4 
26 

1 
26 

4 
39 
20 

19 

41 

2 

45 

36 

28 

8 

5,669 
223 

1,725 
189 

1,558 

9,364 
5,635 

884 
3,479 

114 

5,808 
3,  502 
94 
9,104 
2,549 

5.234 

2,  783 

187 

123 

815 

2,789 

472 

8,793 

1,735 

190 

5,056 
4,954 
9,859 
6,708 
477 

2,322 
1,542 
4,384 
620 
4,205 

1,145 

990 

3,955 

11,  795 

1,306 

4,721 
3,161 

114 
2,395 

434 

659 
6,896 
5,635 

219 
2,108 

83 

3,611 

442 

6,632 

2,231 

4,756 
4,907 

194 
8,333 

117 

2,419 
922 

1,083 
134 

1,075 

6,385 
742 

708 

4,941 

637 

916 
391 
847 
247 
9,152 

1, 475 

177 
3,113 
2.475 

4.620 

1,100 

4,772 

200 

404 

1,394 

3,618 
223 

1,699 
189 

1,  537 

8,726 
3,065 

846 
3,479 

114 

5,525 
3,396 
94 
7,393 
2,293 

4,734 

1,950 

187 

123 

815 

2,789 

472 

7,945 

1,674 

190 

5,013 
2.847 
8,899 
4,596 
477 

345 
1,375 
2,111 

620 
3,309 

1,121 

639 

2,543 

10,441 

652 

2,566 
1,978 

114 
2,395 

434 

495 
4,193 

2,  505 
219 

1,698 

83 

2,762 

442 

6,169 

2,210 

4,330 
2,633 

180 
7,794 

117 

2.402 
391 
569 
134 
630 

6.281 
742 
537 

4,325 
602 

903 
391 
730 
247 
6,829 

1,475 
177 
2,275 
1.736 
2.770 

545 

3,974 

260 

393 

1,394 

1,710 
105 
803 

"  89 
727 

4,125 

1,449 

400 

1,644 

54 

2,613 

1,643 

44 

3,495 
1,084 

2,238 

922 

88 

58 

385 

1,318 
223 

3,757 

791 

90 

2,  370 
1,346 
4,211 
2,173 
226 

163 
650 
999 
293 
1,564 

5,30 

302 

1,203 

4,936 

308 

1,213 

936 

54 

1,133 
205 

234 

1,982 

1,184 

103 

803 

40 

1,306 

209 

2,917 

1,045 

2,047 
1,245 

85 
3,685 

55 

1,136 

185 

269 

63 

298 

2,969 
350 
254 

2,044 
284 

427 
185 
345 
117 
3,228 

698 

84 

1.076 

821 
1,310 

2.58 
1,879 
12;i 
185 
660 

1,908 

118 
896 
100 
810 

4,601 

1,816 

446 

1,835 

60 

2,912 
1,753 
50 
3, 898 
1,209 

2,498 

1,028 

99 

65 

430 

1,471 
249 

4,188 
883 
100 

2,643 
1,J0] 
4,688 
2,423 
251 

182 
725 

1,112 
327 

1,745 

591 

337 

1,340 

5,  505 

344 

1,353 

1,042 

60 

1,262 

229 

261 

2,211 

1.321 

116 

895 

43 

1,456 

233 

3,  252 

1,165 

2,  283 
1,388 

95 
4,109 

62 

1,266 

206 

300 

71 

332 

3,312 
392 
283 

2,281 
318 

476 
206 
385 
130 
3,601 

777 

93 

1,199  ! 

915 

1.460 

287 
2.095 
137  1 
208  . 
734  1 

2,051 

953 

1,098 

Childress 

Clay          

3 

1 

2 

26 

12 

14 

Coke 

1 

13 

46 

2 

1 

10 

33 

2 

3 
13 

2i" 

638 

2,570 

38 

9 

297 

1,193 

17 

12 

1,377 

21 

Cooke 

5 
4 

2 
3 

3 

1 

283 
106 

131 
48 

152 

58 

Dallas 

29 
4 

11 
19 

18 
3 

7 
16 

11 
1 

4 
3 

1,711 
256 

500 
833 

794 
119 

232 

387 

917 

Delta                      

137 

Dewitt    

446 

Donley 

Duval  

Edwards 

Ellis 

30 

1 

17 

1 

13 

848 
61 

393 
28 

455 

El  Paso 

33 

£ncinal 

Erath     



4 
38 
23 
50 

3 
28 
20 
32 

1 
10 

3 
18 

a43 
2,107 

960 
2,112 

20 
978 
445 
979 

23 

Ealls                                    

1  129 

1  133 

41 

7 

40 

28 

5 

34 

13 
2 
6 

1,977 

167 

2,273 

918 

78 

1,056 

Franklin 

89 
1  217 

Krio 

23 

1 
11 
33 
26 
22 

43 
31 

12 

1 

4 

25 

19 

18 

28 
20 

11 



7 
8 
7 
4 

15 
11 

896 

24 

351 

1,412 

1,354 

654 

2,155 
1,183 

416 

11 
163 
858 
629 
304 

1,001 
549 

480 

13 

Goliad 

756 

725 

1  154 

634 

Hale    

4 
44 
73 

2 
19 
46 

2 
25 
27 

164 
2,703 
3,130 

76 
1,255 
1,453 

1,448 
1.677 

Baakell 

10 

4 

6 

410 

190 

220 

24 

17 

7 

849 

391 

Hill 

14 

1 

10 

70 

1 

15 

10 
1 

10 

■      38 

1 

13 

4 

32' 

' 

463 
21 

426 

2,  274 

14 

.539 

216 
10 

198 

1,056 

7 

250 

247 

Hood 

228 

1,218 

7 

289 

HoiKSton 

Howard 

Hunt 

55 

23 

34 

3 

27 

101 
17 
18 

114 
20 

23 
12 
23 
10 
185 

38 

109 
53 
69 

39 
108 
11 
13 
37 

54 
12 
22 
3 
20 

98 
17 
14 
96 
19 

22 
12 
21 
10 
136 

38 
7 
74 
40 
35 

22  ' 
89  ] 
11 
12 
37 

32 

1 

11 

1 
6 

60 

8 

7 

58 

12 

13 
10 
15 
5 
68 

18 
3 
42 
18 
35 

13 
52 

1 

8 

28 

22 
11 
11 
2 
14 

38 
9 
7 

38 

7 

9 
2 
6 
5 
68 

20 

4 

32 

22 

i> 
37 
10 

4 
U 

1 
11 
12 

1 

6 

10 

5 

2 



17 
531 
514 

8 
247 
239 

9 

284 

Jefi  Davis 

7 
3 

3 
2 

4 

1 

445  , 
104  : 

207 
49 

238 

55 

4 

18 

1 
1 

2 
15 

2 
3 

1 

1 

171 

616 

35 

13 

80 

286 

16 

8 

91 

330 

Kendall 

19 

Kerr      

7 

2 

2 

117 

54 

63 

Knox 

Lamar  .        

49 

29 

20 

2,  323 

{,079 

1  244 

Lasalle 

1 

35 
13 
34 

17 
19 

11 

9 

34 

10 
13 

24 
4 

7 
6 

838  ' 
739  I 
1,850 

555 
...™  1 

ii' 

1 

389 
343 
859 

258 
371 



5 

449 

Lee 

Leon 

Libert.y  ...-. 

Limestone 

Lipscomb 

Live  Oak 

Llano 

396 
991 

297 
427 

1 

1 

U 

a  Beport  for  1886. 


94 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

TEXAS— Continned. 


McCalloch  . 
McLennan  . 
McMuUen.. 
Madison  . . . 
Marion  (a)  . 


Martin 

Mason 

Matagorda  . 
Maverick  . . 
Medina 


Menard  . 
Midland. 
Milam... 
Mills.... 
Mitchell 


Montague 

Montgomery  . 

Morris 

Nacogdoches. 
Navarro 


Newton  — 

Nueces 

Oldham  . . . . 

Orange 

Palo  Pinto  . 


Panola . 
Parker . 
Pecos  -. 
Polk  ... 
Potter.. 


Presidio. .  - 

Kains 

Red  River. 

Reeves 

Refugio  — 


Robertson. 
Rockwall.. 
Runnels.. - 

Rusk 

Sabine 


San  Augustine. 

San  Jacinto 

San  Patricio  . . . 

San  Saba 

Scurry 

Shackelford 

Shelby 

Smith 

Somervell 

Starr 


Stepliens .  - 
Stonewall . 
Swisher  . . . 
Tarrant . . . 
Tavlor 


Throckmorton  . 

Titus  

Tom  Green 

Travis 

Trinity  


Tyler 

Upshur 

Uvalde 

Valverde . . . 
Van  Zandt  . 


Victoria 

Walker 

Waller 

Washington. 
Webb 


Wharton  — 

Wheeler 

Wichita 

Wilbarger  . 
Williamson 


Wilson. 
Wise... 
Wood... 
Toung  . 
Zapata . 
Zavalla. 


TEACHEBS. 


Aggre- 
gate. 


45 
131 
101 

49 
29 
1 
18 
47 

65 
94 

3 
96 

3 


25 
127 


125 
25 
13 
97 
53 


62 
3 

49 
5 

11 

174 

157 

21 

22 

31 

6 

1 

147 

51 

10 
40 
26 
178 
54 

75 
109 

23 

S 

116 

45 

74 

46 

129 

17 

31 
10 
16 
30 
112 

47 

138 

90 

28 


White. 


Total. 


21 

21 

217 

144 

9 

9 

42 

31 

52 

25 

4 

4 

38 

37 

22 

7 

6 

6 

29 

27 

9 

9 

6 

6 

124 

94 

35 

34 

2 

2 

24 
13 

72 
37 

43 
34 

3 
48 

5 

6 

144 

118 

21 

22 

31 

6 

1 

133 

51 

10 
28 
25 
128 
39 

57 
70 
22 
7 
98 

23 
34 
21 


7 

10 

16 

30 

101 

42 

136 

64 

28 

8 

7 


Male. 


Fe- 
male. 


17 
1 

59 
24 

15 
61 
52 

27 

13 

1 

7 

29 

21 
77 

I 
37 

I 

3 
19 
62 

5 


10 

1 

1 

78 

26 

6 

7 

11 

93 

11 

23 
12 
14 
4 
21 

12 

19 

9 

38 


Colored. 


Total. 


73 


38 


Male. 


Fe- 
male. 


56 
1 


26 


42 


10 
20 


12 


26 


23 


31 


27 


Aggre- 
gate. 


765 
8,783 

271 
2,035 
1,542 

98 

1,410 

565 

251 

835 

329 

230 

5,477 

1,063 

35 

5,034 
2,807 
1,775 
4,138 
5,240 

1,261 

1,304 

64 

866 

2,230 

3,  937 
4.572 

79 
2.  035 

99 

115 

1,098 

5,  53K 

391 

219 

5,847 
1,390 
c361 
3.165 
1,896 

1,813 
1,880 

127 
1,489 

195 

493 

3,966 

6,907 

967 

744 

1,  205 

119 

12 

6,808 

1,032 

219 
2,026 

936 
7,402 
1,  797 

3,346 

2,780 

759 

295 

4,529 

1,  635 
2,325 
2,607 
7,454 
1,105 

1,516 

268 

634 

1,  240 

4.924 

2.175 
6,095 
3,157 
1,025 
198 
214 


White. 


Total. 


765 
6,493 

271 
1,579 

432 

98 

1,395 

124 

251 

776 

329 

230 

4,310 

1,050 

35 

5,034 
1,570 
983 
2,921 
4,220 

826 

1,238 

64 

721 
2,230 

2,310 
4,517 

79 
1,320 

99 

115 

1,004 

3,704 

391 

142 

3,000 
1,338 
361 
1,903 
1,304 

1,177 
749 
127 

1,464 
195 

448 

3,012 

3,838 

967 

744 

1,205 

119 

12 

6, 126 

1,015 

219 
1,467 

913 
4,991 
1,399 

2,468 

1, 925 

733 

263 

4,248 

859 

991 

1,015 

3,551 

1,033 

142 

268 

634 

1,240 

4,417 

1,773 
6,060 
2,414 
1,025 
198 
214 


Male. 


361 

3,056 
128 
746 
204 

46 
660 

59 
119 
367 

155 

109 

2,038 

497 

17 

2,  ,381 

742 

465 

1,357 

1,995 

390 

586 

31 

341 

1,  054 

1,092 
2, 135 

37 
625 

47 

54 

475 

1,751 

185 

67 

1,419 
633 
171 
900 
617 

571 
354 

60 
692 

92 

211 

1,424 

1,814 

457 

352 

570 

57 

6 

2,896 

480 


431 
2,359 

662  I 

1, 167 
910 
337 
124 

2,008 

406 

477 

480 

1,679 

488 


126 

300 

586 

2,088 


2.865 
1,141 

485 
93 

101 


Fe. 
male. 


404 
3,437 
143 
833 
228 

52 
735 

65 
132 
409 

174 

121 

2,272 

553 

18 

2,653 

828 

518 

1,564 

2,225 

436 

652 

33 

380 

1,176 

1,218 
2,382 

42 
695 

52. 

61 

529 

1,953 

206 

75 

1,581 
705 
190 

1,  003 


395 

67 

103 

237 

1,588 

2,  024 

510 

392 

635 

62 

6 

3,230 

5.35 

115 
774 
482 
2,632 
737 

1,301 

1.015 

396 

139 

2,  240 

433 
514 
f)35 
1,872 
545 

75 

142 

334 

654 

2.329 

935 
3,195 
1,273 
540 
105 
113 


Colored. 


Total. 


2,290 


456 
1,110 


15 
441 


59 


1,167 
613 


1,237 

792 

1,217 

1,020 

435 


1,627 
55 


94 
1,834 


77 

2,847 
52 


1,262 
592 


1,131 
"25 


45 

954 
3,069 


682 
17 


559 

23 

2,411 

398 

878 

855 

26 

32 

281 

776 
1,334 
1,592 
3,903 

72 

1,374 


402 
'35 
743 


Male. 


1,064 


212 
514 


7 
205 


27 


542 
6 


574 


564 
473 


202 
31 


67 


757 
25 


332 


44 

852 


24 


586 
275 


295 
526 


21 

443 

1,424 


317 


260 

10 

1,120 

185 

408 

397 

12 

15 

130 

360 

620 

739 

1,813 

33 

637 


236 

186 

16 

315 


a  Report  for  1880. 


b  Repoii:  for  1889. 


e  Report  for  1888. 


INSTITUTIONS. 


95 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 


VTAH. 


1880.  Population 143,963.     Enrolledin  public  common  schools 25,792 

1890.  Population 207, 905.     Enrolled  in  public  common  schools 36, 372 

Gain  of  population 44. 42  per  cent.     Gain  of  enrollment  in  public  common  schools 41. 02  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  UTAH  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


TEACHERS. 

PUPILS  (BETWEEN  6  AND  18  TEAHS  OF  AOE). 

COUNTIES. 

Aggre- 
gate. 

"WTiite.  (a) 

Colored. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  Territory 

680 

680 

317 

363 

36,372 

36,369 

18,855 

17,514 

3 

1 

2 

8 
44 
42 
25 
19 

13 
4 
13 
12 
11 

17 

15 

15 

6 

119 

8 
44 
42 

25 
19 

13 
4 
13 
12 
11 

17 

15 

15 

6 

119 

1 

16 
22 
14 
11 

6 

1 
5 
7 
6 

8 
5 
4 
4 
51 

1 
29 

8 
11 

6 

12 
34 
12 
12 
31 

7 
28 
20 
11 

8 

7 
3 
8 
5 
5 

9 
10 
11 

2 
68 

1 

22 
17 
13 
10 

3 
40 

4 
15 
36 

381 
1,425 
3,443 
1,212 

746 

496 
72 
721 
643 
368 

690 
385 
565 

207 
7,182 

61 
3,396 
1,316 

1,228 
796 

411 
4,907 

739 
1,025 
3,957 

381 
1,425 
3,443 
1,212 

746 

496 
72 
721 
643 
368 

690 
385 
565 
207 
7,182 

61 

3,396 

1,316 

1,228 

796 

411 
4,907 

739 
1,025 
3,954 

198 
759 
1,796 
677 
368 

249 
40 
347 
342 
203 

323 
229 
295 
107 
3,729 

26 

1,745 

706 

609 

419 

211 

2,578 

356 

515 

2,028 

183 
666 
1,647 
535 
378 

247 
32 
374 
301 
165 

367 
156 
270 
100 
3,453 

35 

1,651 

610 

619 

377 

200 

2,329 

383 

510 

1,926 

TV."  **"* 

■vrniavrl 

PtntA 

51    i          51 
25    i          25 
24    ■■          24 
16    i           16 

16 
27 
67 

15 
74 
16 
27 
67 

Weber 

3 

1 

2 

VERMOIVT. 


1880.  Population  . . . 
1890.  Population  ... 
Gain  of  population 


332,286.     Enrolled  in  public  common  schools 73,237 

332,422.     Enrolled  in  public  common  schools 65,608 

0.04  per  cent.     Loss  of  enrollment  in  public  common  schools 10.42  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  VERMONT  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


TEACHERS. 

PUPILS  (BETWEEN  5 

AND  18  TEARS  OF  AOE). 

COUNTIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

1 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Thft  Statft 

4,400 

4,400 

320 

228 
3.52 
298 
130 

346 
39 
211 
338 
353 

449 
386 
412 

538 

528 

3,872 

65,608 

65,500 

33,630 

31,870 

108 

47 

61 

320 

228 
352 
298 
130 

346 
39 
211 
338 
353 

449 
386 
412 
538 

31 
30 
23 
44 

8 

35 

^ 

34 
50 
50 

45 
40 
68 
54 

289 
198 
329 
254 
122 

311 
32 
177 
-88 
303 

404 

337 
344 
484 

4,633 
4,219 

4,209 
5,693 
1,862 

6,254 
1,087 
2,806 
3,  834 
4,996 

8.683 
,5,666 
5,097 
6,569 

4,622 
4,197 
4,206 
5,681 
1,882 

6,  2.54 
1,087 
2,803 
3,834 
4,996 

8,  6.57 
5,660 
5,  081 
6,560 

2,504 
2,224 
2,155 
2,924 
903 

3,  342 
571 
1,448 
1,969 
2,476 

4,254 

2,  8.59 
2,649 

3,  352 

2,118 
1,973 
2,051 

2,757 
959 

2,912 
516 
1,355 
1,865 
2,520 

4,403 
2,80) 
2,432 
3,208 

11 

22 
3 
12 

7 

10 

2 

4 

4 

12 

1 

8 

3 

2 

1 

Orleans 

26 
0 

16 
9 

10 
3 
7 
2 

16 

3 

» 

7 

a  Includes  uneeparated  colored. 


96 


EDUCATION, 


Table  §•— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

VIROINIA. 


1880,  Population 1,512,565. 

1890.  Population 1,655,980. 

Gain  of  population 9.  48  per  cent. 


Enrolled  iu  public  common  schools 220,  733 

Enrolled  in  public  common  schools 342,  269 

Gain  of  enrollment  in  public  common  schools 55. 06  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  VIRGINIA  FOR  THE  YEAR  ENDED  JULY  31,  1890. 


COUNTIES. 


The  State  . 


Accomac . . . 
Albemarle. - 
Alexandria. 
Alleghany  . 
Amelia 


Amherst 

Appomattox  - 

Augusta 

Bath 

Bedford 


Bland  

Botetourt 

Brunswick --. 

Buchanan  

Buckingham  . 


Campbell 

Caroline 

Carroll 

Charles  City  . 
Charlotte 


Chesterfield  . 

Clarke 

Craig 

Culpeper 

Cumberland. 


Dickenson 

Dinwiddle 

Elizabeth  City 

Essex 

Fairfax 


Fauquier . 

Floyd 

Fluvanna  . 
Franklin . . 
Frederick  . 


Giles 

Gloucester  . 
Goochland  . 

Grayson 

Greene 


Greenesville 

Halifax 

Hanover 

Henrico 

Henry 


Highland  

Isle  of  Wight  ... 

James  City 

King  and  Quet-n. 
King  CJc.orge 


King  William. 

Lancaster 

Lee 

Loudoun  

Louisa 


Lunenburg . . . 

Madison 

Mathews 

Mi^cklenburg. 
Middlesex 


Montgomery  . 
Kansemond  .. 

■Nelson 

New  Kent 

Norfolk 


Northanntton 

Nurthunioerland  . 

Nottoway 

Orange 

Page 


Patrick 

Petersburjr  city . 

Pittsylvania 

Powhatiin 

Prince  Edward.. 


TEACHEHS 

PUPILS. 

Aggre- 

Wliite. 

Colored. 

Aggre- 

"WTiif*. 

Colored. 

gate. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

7,523 

5,550 

2,189 

3,361 

1,973 

930 

1,043 

342,269 

220,210 

114, 762 

105,448 

122,059 

57,011 

65,048 

101 

79 

29 

50 

22 

10 

12 

5,832 

3,849 

2,003 

1,846 

1,083 

930 

1,053 

127 

82 

15 

67 

45 

26 

19 

5,718 

3,087 

1,580 

1,507 

2,631 

1,231 

1,400 

39 

•£>. 

3 

19 

17 

10 

7 

2,459 

1,338 

772 

566 

1,121 

559 

662 

46 

40 

21 

19 

6 

3 

3 

1,862 

1,460 

756 

704 

402 

189 

213 

40 

22 

6 

16 

18 

6 

12 

1,858 

672 

355 

317 

1,186 

530 

656 

86 

56 

14 

42 

30 

14 

16 

4,504 

2,290 

1,185 

1,105 

2,214 

1,024 

1,190 

46 

29 

5 

24 

17 

11 

6 

2,216 

1,208 

629 

579 

1,008 

.  442 

566 

237 

185 

66 

119 

52 

32 

20 

8,213 

6,062 

3,143 

2,919 

2, 151 

1,101 

1,050 

31 

27 

15 

12 

4 

2 

2 

971 

822 

427 

395 

149 

89 

60 

146 

102 

35 

67 

44 

26 

18 

7,276 

4,728 

2,517 

2,211 

2.548 

1,206 

:,342 

40 

38 

25 

13 

2 

2 

1,594 

1,536 

784 

752 

58 

24 

34 

107 

83 

33 

50 

24 

16 

8 

3,793 

2,829 

1,455 

1,374 

964 

492 

472 

82 

50 

10 

40 

32 

15 

17 

3,630 

1,498 

774 

724 

2,132 

907 

1,225 

30 
85 

30 
60 

30 
17 

1,126 
3,075 

1,126 
1,419 

610 
731 

516 
688 

43 

25 

7 

18 

1,656 

734 

922 

157 

103 

21 

82 

54 

29 

25 

7,855 

4,162 

1,991 

2,171 

3,693 

1,604 

2,089 

74 

51 

11 

40 

23 

5 

18 

3,237 

1,427 

760 

067 

1,810 

837 

973 

91 

88 

74 

14 

3 

3 

4,341 

4,267 

2,197 

2, 070 

74 

41 

33 

23 

11 

4 

7 

12 

4 

8 

1,002 

297 

149 

148 

705 

333 

372 

67 

38 

5 

33 

29 

19 

10 

3,159 

1,321 

720 

601 

1,838 

802 

1,036 

93 

59 

6 

53 

34 

14 

20 

4,224 

2,387 

1,222 

1,165 

1,837 

818 

1,019 

38 

25 

10 

15 

13 

5 

8 

1,551 

995 

585 

410 

556 

296 

260 

36 

34 

26 

8 

2 

2 

1,247 

1.203 

698 

505 

44 

28 

16 

68 

41 

U 

27 

27 

11 

16 

2,759 

1,359 

740 

619 

1,400 

719 

681 

47 

30 

10 

20 

17 

8 

9 

1,925 

700 

322 

378 

1,225 

540 

685 

25 
74 

25 
49 

22 
10 

3 

39 

1,078 
2,805 

1,078 
1,198 

599 
623 

479 
575 

25 

1        io 

15 

1,607 

702 

905 

31 

14 

4 

10 

17 

3 

14 

1,679 

653 

346 

307 

1,026 

517 

509 

44 

27 

!           8 

19 

17 

5 

12 

2,033 

665 

357 

308 

1,368 

620 

748 

88 

63 

16 

47 

25 

13 

12 

3.820 

2,578 

1,375 

1,203 

1.242 

664 

578 

121 

83 

39 

44 

38 

25 

13 

6,235 

3,597 

1,998 

1,599 

2,638 

1,348 

1,290 

99 

90 

58 

32 

9 

8 

1 

4,289 

3,951 

2,147 

1,804 

338 

177 

161 

53 

40 

!           14 

26 

13 

8 

5 

2,033 

1,052 

568 

486 

981 

472 

509 

147 

118 

50 

68 

29 

14 

15 

7,133 

5,679 

2,880 

2,799 

1,454 

718 

736 

102 

92 

.53 

39 

10 

6 

4 

4,239 

3,819 

2,  051 

1,768 

420 

219 

201 

.    60 

54 

32 

22 

6 

2 

4 

2,380 

2,200 

1,184 

1,016 

180 

89 

91 

52 

25 

7 

18 

27 

11 

16 

2,444 

1,020 

514 

506 

1,424 

677 

747 

63 

52 

14 

38 

11 

3 

8 

2,314 

990 

519 

471 

1,324 

654 

670 

86 

81 

70 

11 

5 

4 

1 

4,296 

4,087 

2,155 

1,932 

209 

101 

108 

31 

24 

8 

16 

7 

2 

5 

1,282 

961 

482 

479 

321 

162 

159 

37 

19 

3 

16 

18 

5 

13 

1,511 

587 

302 

285 

924 

399 

525 

136 

91 

21 

70 

45 

28 

17 

6,339 

3,297 

1,688 

1.609 

3,042 

1,304 

1,738 

83 

57 

13 

44 

26 

12 

14 

3,605 

1,713 

876 

837 

1,892 

900 

992 

301 

195 

21 

174 

106 

30 

76 

15,  043 

8,346 

4, 101 

4,245 

6,697 

2,969 

3,728 

82 

57 

n 

46 

25 

19 

6 

4,556 

2,670 

1,407 

1,263 

1,886 

895 

991 

47 

44 

23 

21 

3 

3 

1,487 

1,403 

760 

643 

84 

52 

32 

58 

38 

8 

30 

20 

6 

14 

2,434 

1,376 

693 

683 

1,058 

481 

577 

21 

11 

3 

8 

10 

7 

3 

910 

329 

166 

163 

581 

242 

339 

48 

27 

5 

22 

21 

4 

17 

2,045 

919 

465 

454 

1.126 

535 

591 

33 

23 

12 

1] 

10 

7 

3 

1,441 

705 

346 

359 

736 

378 

358 

42 

24 

3 

21 

18 

8 

10 

1,894 

738 

394 

344 

1,156 

.567 

.589 

26 

16 

2 

14 

10 

5 

5 

1.267 

597 

307 

290 

670 

270 

400 

99 

90 

61 

29 

9 

6 

3 

4,840 

4,598 

2,427 

2,171 

242 

121 

121 

116 

85 

43 

42 

31 

21 

10 

5,184 

3,598 

2,007 

1,591 

1,.586 

1            847 

739 

97 

82 

24 

.58 

15 

7 

8 

3,881 

1,608 

811 

797 

2,  273 

1,052 

1,221 

49 

32 

6 

26 

17 

8 

9 

2,237 

1.068 

533 

535 

1,169 

519 

650 

70 

47 

24 

23 

23 

10 

13 

2,499 

1,521 

701 

820 

978 

495 

483 

34 

23 

8 

15 

11 

i            5 

6 

1,542 

1,016 

547 

460 

1            526 

268 

258 

98 

53 

12 

41 

45 

32 

13 

5,120 

1,920 

989 

931 

3,200 

i        1,450 

1,750 

28 

15 

1 

14 

13 

5 

8 

1,307 

543 

334 

209 

764 

286 

478 

108 

90 

47 

43 

18 

8 

10 

4,277 

3,393 

1,789 

1,604 

884 

443 

441 

69 

41 

6 

35 

28 

17 

11 

3,248 

1,498 

781 

717 

1,750 

765 

985 

98 

70 

22 

48 

28 

17 

11 

3,591 

2,208 

1,136 

1,072 

1,383 

636 

747 

25 

15 

3 

12 

10 

6 

4 

907 

397 

200 

197 

510 

1            263 

247 

137 

78 

14 

64 

.50 

25 

34 

8,399 

4,216 

2,059 

2,157 

5,183 

I        2,401 

2,782 

33 

21 

H 

13 

12 

7 

5 

1,902 

883 

481 

402 

1.019 

1            503 

516 

36 

26 

111 

16 

1           10 

6 

4 

1.730 

1,086 

588 

498 

644 

1            295' 

349 

50 

27 

6 

21 

23 

12 

11 

2,085 

829 

392 

437 

1.256 

586 

670 

71 

46 

14 

32 

25 

11 

14 

2,669 

1,306 

B87 

619 

1,  363 

663 

700 

67 

B3 

31 

32 

4 

1 

3 

2,946 

2,735 

1.447 

1.288 

211 

UI9 

102 

82 

70 

30 

40 

12 

'           10 

2 

4,250 

3,642 

1  820 

1.822 

608 

290 

318 

48 

24 

1 

23 

24 

!            2 

22 

3,215 

1.391 

702 

689 

1,824 

789 

1,055 

246 

162 

28 

134 

84 

22 

62 

12,232 

6,774 

3,510 

3,264 

5.458 

2, 620 

2,838 

39 

24 

10 

14 

15 

5 

10 

1, 131 

494 

255 

2.39 

637 

:            240 

307 

61 

30 

6 

24 

31 

■  19 

12 

2,895 

866 

1           443 

423 

,        2,029 

1           912 

1,117 

INSTITUTIONS. 


97 


Table  §.— SCHOOL  ENROLLMENT.  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

VIReiNIA-Continued. 


TBACHEB8. 


lAggre- 


Prince  George. 
Princess  Anne  . 
I*rince  William 

I'ulaslii 

liappahannock  . 

Richmond 

Koanolie 

Rockbridge 

Rockingliam  ... 
Knssell 

Scott  

Shenandoah 

Smyth 

Southampton... 
Spottaylvania . . 

StafiFord 

Surry 

Sussex  

Tazewell 

Warren 

Warwick 

Washington 

Westmoreland  . 

Wise 

Wythe 

York 


37 
36 
53 

58 
52 

34 

81 

133 

219 

83 

100 
119 
74 
86 
66 

38 
33 
53 
86 
45 

16 
141 
4C 
42 
81 
29 


White. 


Total.      Male 


19 

24 
42 
46 
40 

23 

61 

107 

205 

80 

99 
115 
66 

48 
58 

31 
19 
28 
71 
36 

9 
123 
33 
41 
70 
18 


11 
22 
20 
21 

10 
19 
33 
117 
55 

67 
76 
31 
4 
14 

14 

5 

6 

39 

15 


Fe- 
male. 


Colored. 


Total. 


Male. 


Fe- 
male. 


Aggre- 
gate. 


2,016 
1,814 
2, 130 
2,674 
2,039 

1,428 
4,911 
5,038 
7, 033 
4,325 

5,774 
4,945 
3,610 
3,712 
3,002 

1, 538 
1,588 
2,605 
3,140 
1,895 

691 
7,154 
1,708 
2,213 
3,696 
1,584 


White. 


Total. 


746 
1,104 


607 
062 
344 


853 
3,445 
3,891 
7,366 
4.142 

5,734 
4,779 
3,319 
1,662 
1,689 

1, 213 

596 

865 

2,709 

1,567 

316 
6,418 

818 
2,194 
3,162 

769 


Male. 


377 
605 
837 
971 
752 

453 
1,567 
2,063 
3,870 
2,282 

3,088 

2,708 

1.725 

810 

806 

625 
313 
428 
1,447 
643 

151 
3,431 

443 
1,265 
1,655 

402 


Fe- 
male. 


499 

770 

1,091 

592 

400 
1,878 
1,828 
3,496 
1,860 

2,646 

2,071 

1,594 

852 

883 

588 
283 
437 
1,262 
924 

165 
2,987 

375 

929 
1,507 

367 


Colored. 


Total. 


1,270 
710 
523 
612 
695 

575 

1,466 

1,147 

567 

183 

40 

166 

291 

2,050 

1,313 

325 
992 
1,740 
431 
328 

375 
736 
890 
19 
534 
815 


Male. 


566 
333 
287 
286 
385 

257 
588 
570 
287 
104 

20 

76 

123 

962 

651 

177 
467 
764 
250 
135 

176 
338 
436 
11 
269 
372 


Fe- 
male. 


704 
377 
2.16 
326 
310 

318 
878 
577 
280 
79 

20 
90 
168 

,088 
662 

148 
525 
976 
181 
193 

199 
398 
454 
8 
265 
443 


WASnilVGTOIV. 


1880.  Population 75,116. 

1890.  Population 349,390. 

Gain  of  population 365.13  per  cent. 


Enrolled  in  public  common  schools  14,780 

Enrolled  in  public  common  schools 55,432 

Gain  of  enrollment  in  public  common  schools 275. 05  per  cent. 


PUBLIC  COMMON  SCHOOLS  OF  WASHINGTON  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


TEACHEBS. 

PUPIIS. 

oonimKs. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Agere- 
gate. 

White,  (o) 

Colored. 

Total. 

Male. 

Fe- 
male. 

TotaL 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe. 
male. 

Total. 

Male. 

Fe- 
male. 

1,610 

1,610 

656 

954 

55,432 

55,405 

27,620 

27,785 

27 

14 

13 

17 
14 
65 
17 
81 

66 
31 
17 
7 
33 

11 
34 
141 
15 
32 

38 
38 
91 
17 
5 

11 

156 

12 

46 

7 

53 
130 
21 
56 
19 

87 
65 
141 
36 

17 
14 
65 
17 
81 

66 
31 
17 
7 
33 

11 
34 
141 
15 
32 

38 
38 
91 
17 
5 

11 

156 

12 

46 

7 

53 
130 
21 
56 
19 

87 
63 
141 
36 

7 
4 

26 
5 

29 

32 
13 
10 
7 
18 

3 

9 

36 

3 

17 

20 

20 

41 

6 

2 

3 
45 

S 
23 

2 

21 
44 
14 
22 
1 

40 

40 

79 

9 

10 
10 
39 
12 
52 

34 
18 

7 

466 
461 

1,637 
379 

2,485 

2,024 

1,391 

398 

57 

1,578 

232 
778 

7,746 
615 

1,581 

1,324 

1,400 

1,571 

289 

116 

663 

6,193 

69 

906 

212 

1,534 
5,316 

229 
2,383 

539 

3,060 
2,000 
4,719 
1,081 

466 
461 

1,637 
379 

2,485 

2,024 

1,391 

398 

57 

1,578 

232 
778 

7,724 
615 

1,581 

1,324 

1,400 

1,571 

289 

116 

663 

6,188 

69 

906 

212 

1,534 
5,316 

229 
2,383 

539 

3,060 
2,000 
4,719 
1,081 

286 
235 
762 
190 
1,263 

1,005 

728 

220 

32 

727 

124 
423 
3,799 
317 
797 

608 
662 
769 
138 
69 

373 

3,136 

34 

514 

102 

628 
2,703 

116 
1,119 

258 

1,466 

1,025 

2,450 

542 

180 
226 
875 
189 
1,222 

1,019 
663 
178 
25 
851 

108 
355 
3, 925 
298 
784 

716 
738 
802 
151 
47 

290 

3,052 

35 

392 

110 

906 
2,613 

113 
1,264 

281 

1,594 
975 

2,269 
539 

Chehftlis 

Clallam 

Clarke 

Garfield 

15 

8 

25 

105 

12 

15 

18 
18 
50 
11 
3 

8 

111 

7 

23 

32 
86 
7 
34 
18 

47 
25 
62 
27 

22 

11 

u 

Kitsap 

Klickitat  (b) 



Pacific 

Pierce 

5 

3 

2 

Skagit 

Wahkiakum 

Yakima 



' 

a  Includes  unseparated  colored. 
ED 7 


b  Distinction  by  sex  of  teachers  estimated  from  number  of  teachers'  certificates  issued  to  males  and  females  in  coooty. 


98 


EDUCATION. 


Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Contitined. 

WEST  VIROIIVIA. 

1880.  Population 618,457.     Enrolled  in  pnblic  common  schools 143,796 

1890.  Population 762,794.    Enrolled  in  public  common  schools 193,293 

Gain  of  population 23. 34  per  cent.     Gain  of  enrollment  in  public  common  schools 34. 42  per  cent. 

PUBLIC  COMMON  SCHOOLS  OP  WEST  VIRGINIA  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


TEACHERS. 

PUPILS. 

COUNTIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggro, 
gate. 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

M"^"-      m^ale. 

Total. 

Male. 

Fe 
male. 

Total. 

Male. 

Fe- 
male. 

5,491 

5,313 

3,380 

1,933 

178 

103            75 

193, 293 

186,735 

98,246 

88,489 

6,558 

3,144 

3,414 

96 
91 

57 
114 
41 

122 
61 
39 
95 

152 

78 
58 
158 
111 
33 

76 
180 
164 

64. 
2.53 

129 
83 
86 
46 

145 

123 
172 
104 
81 
117 

115 
46 
85 

162 
81 

45 
72 
165 
111 
105 

93 
132 
116 

lie 

77 

54 
90 
103 
133 

51 

121 
67 

163 
59 

92 
81 
56 
112 
41 

116 
60 
39 
94 

138 

77 
56 
142 
108 
33 

71 
176 
162 

47 
228 

128 
83 
85 
45 

145 

123 
166 
96 
78 
116 

107 
43 
85 

157 
8(1 

45 

6a 

164 

109 

104 

93 
132 
116 
106 

76 

53 
90 
102 
132 
51 

121 
67 

158 
59 

69 
40 
38 
86 

in 

54 
39 
32 
66 

78 

56 
39 
89 
74 
12 

52 
103 
121 

22 
136 

94 
48 
72 
41 
98 

67 
92 
57 
26 
78 

73 

30 
65 
23 
63 

.33 
40 
108 
68 
86 

62 
69 
104 
83 
46 

42 
60 
64 
88 

:« 

81 
35 
73 
57 

23 
41 
18 
26 
31 

62 
21 
7 
28 
60 

21 
17 
53 
34 
21 

19 
73 
41 
25 
92 

34 

35 

13 

4 

47 

56 
74 
.39 
.52 
38 

.■14 
13 
20 
134 
17 

12 
29 
56 
41 

18 

31 
63 
12 
23 
30 

11 
30 

:« 

44 
13 

40 

32 

85 

2 

4 
10 

1 
2 

3 

8 

2' 

1 
2 

1 

3,664 
4,323 
2,144 

4,025 
1,420 

4,399 
2,483 
1,270 
3,451 
4,965 

2,547 
1,710 
4,504 
2,826 
1.343 

1,920 
5,870 
5,419 
3,169 
10,658 

4,194 
3,076 
2.386 
1,144 
.5,300 

5,042 
6,362 
3,578 
2,666 
4,282 

3,369 
1,765 
2,818 
7,227 
2,391 

1,862 
1,797 
5,469 
4,431 
2,823 

2,779 
4,541 
4,429 
3,453 
2,943 

1,613 
3,196 
3,551 
5,684 

1,187 

4,539 
2,549 
7,178 
1,559 

3,514 
3,910 
2,106 
3,987 
1,397 

4,162 
2,462 
1,270 
3,439 
4,392 

2,534 
1,622 
4,074 
2,715 
1,343 

1,771 
5,698 
5,383 
2,252 
9,716 

4,150 
3, 076 
2,374 
1,108 
5,268 

5,015 
6,159 
3,271 
2,573 
4,247 

3,130 
1,681 
2,818 
7,041 
2,356 

1,862 
1,715 
.5,4.54 
4.388 
2.  814 

2,779 
4,541 
4,429 
3,177 
2,  836 

1,594 
3,196 
3,502 
.5,656 
1,187 

4,  .539 
2,549 
6,949 
1,559 

1,925 
1,992 
1,091 
2,207 
706 

1,803 
1,300 
700 
1,880 
2,239 

1,291 

832 

2,151 

1,476 

659 

950 
3,052 
2,917 
1,208 
4,876 

2,213 
1,621 
1,339 
633 
2,720 

2,622 
3,180 
1,695 

1,278 
2,249 

1,744 
908 
1,499 
3,511 
1,273 

985 

922 

2,932 

2,447 

1,  .530 

1,465 
2,428 
2,378 
1,646 
1,452 

814 
1,759 
1,889 
3,070 

625 

2,409 
1,287 
3,683 

885 

1,589 
1,918 
1,015 
1,780 
691 

2,359 
1,162 
570 
1,559 
2,153 

1,243 

790 

1,923 

1,239 

684 

821 
2,646 
2,466 
1,044 
4,840 

1,937 
1,455 
1,035 
470 
2,548 

2,393 
2,979 
1,576 
1,295 
1,998 

1,386 
773 
1,319 
3,530 
1,083 

877 

793 

2,522 

1,941 

1,284 

1,314 
2,113 
2,051 
1,531 
1,384 

780 
1,437 
1,613 
2,586 

.562 

2,130 

1,262 

3,366 

674 

150 

413 

38 

38 

23 

237 
21 

82 

219 

20 

19 

8 

112 
10 

68 

194 

Boone 

18 
19 

Braxton .  . 

15 

Cabell 

6 

1 

4 
1 

2 

125 

11 

Clay 

Doddridge  - 

i 

14 

1 

2 
16 
3 

7' 

i 

11 

1 

1 
7 

1 

1 
5 
2 

12 
578 

13 

88 

430 

111 

4 
221 

7 

41 

213 

57 

8 

Fayette 

.352 

6 

Grant                  

47 

217 

54 

Hardy                           

5 

4 

2 

17 

25 

1 



1 

1^ 

11 
1 

5 
3 

1 
2 

14 

149 

172 

36 

917 

44 

75 
85 
24 
500 
399 

18 

74 

87 

12 

417 

.543 

26 

1 
1 

1 

1 

12 
41 
32 

27 

203 

307 

93 

35 

239 
84 

3 
12 

18 

11 

110 

150 

39 

17 

120 
50 

9 

McDowell 

29 

14 

Marshall                          .  .. 

16 

6 
8 
3 
1 

8 
3 

3 
5 
2 

1 

7 

1 

3 
3 
1 

1 
2 

93 

157 

Mineral                

54 

18 

119 

34 

Nicholas 

Ohio 

5 

1 

1 
1 

4 

186 
35 

90 
14 

96 

21 

Pocahontas 

3 
1 
2 
1 

3 

i 

1 

i 

1 

82 

15 

43 

9 

40 
10 

24 
5 

42 

5 

19 

Raleigh 

4 

Ritchie 

10 
1 

1 

5 

5 

1 

1 

276 
107 

19 

i35 
53 

U 

141 

Taylor       

.54 

8 

Tyler 

Upshur     .. 

1 

1 

1 

1 

49 

28 

24 
12 

26 

A^yne 

16 

Wirt 

Wood 

5 

I 

4 

rt229 

82 

147 

a  Report  for  1889. 


INSTITUTIONS. 


99 


Tabm  8.— school  enrollment,  census  of  1890:  PUBLIC  COMMON  SCHOOLS,  BV  COUNTIES— Continued. 

WISCOIVSIN. 

1880.  Population 1,315,497.     Enrolled  in  public  common  schools 299,514 

1890.  Population 1,686,880.     Enrolled  in  public  common  schools 350,342 

Gain  of  population 28. 23  per  cent.     Gain  of  enrollment  in  public  common  schools 16. 97  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  WISCONSIN  FOR  THE  YEAR  ENDED  JUNE  30,  1890. 


TBAOHKBS. 

PUPILS. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Aggre- 
gate.  (6) 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

1 
Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 
64 

Male. 

Fe- 
male. 

The  State 

12,037 

12, 037 

2,388 

9,649 

350,342 

350,278 

178, 369 

171,909 

35 

29 

AdaniB  .................. 

110 
65 

199 
24 

161 

127 

43 

90 

230 

213 

313 
192 

504 

285 

98 

46 
214 
191 

13 
337 

11 
410 
312 
140 
212 

180 
232 
186 
110 
67 

191 
236 
114 
72 
147 

202 

68 

97 

590 

254 

84 
15 
225 
73 
70 

199 
164 

187 
77 
174 

253 
401 
227 
293 
25 

131 

227 
71 
132 

288 

270 

31 

143 

210 

218 
174 
266 
112 

110 
65 

199 
24 

161 

127 
43 
90 
230 
213 

313 
192 
504 
285 
98 

46 
214 
193 

13 
337 

11 
410 
312 
140 
212 

180 
232 
186 

no 

67 

191 
236 
114 
72 
147 

202 

68 

97 

590 

254 

84 
15 
225 
73 
70 

199 
164 
187 
77 
174 

253 
401 
227 
293 
25 

131 
227 
71 
132 
288 

270 

31 

143 

219 

218 
174 
266 
112 

13 
8 

39 
6 

31 

46 
8 
24 
33 
31 

64 
36 
101 
74 
26 

7 
52 
24 

5 
50 

1 
67 
68 
27 
33 

30 
47 
28 
34 
36 

37 
58 
19 
10 
54 

58 
11 
28 
97 
42 

22 
4 
33 
35 
18 

51 
39 
24 
13 
26 

46 
46 

48 

48 

3 

19 
71 
16 
29 
64 

56 

4 

47 

36 

44 
28 
32 
24 

97 
57 

160 
19 

130 

81 

35 

66 

197 

182 

249 
156 
403 
211 
72 

39 
162 
169 

8 
287 

10 
343 
244 
113 
179 

150 

185 

158 

76 

31 

154 

178 

05 

62 

93 

144 

57 

69 

493 

212 

62 
11 
192 
38 
52 

148 
125 
163 
64 
148 

207 
355 
179 
245 
22 

112 
156 
55 
103 
224 

214 
27 
96 

183 

174 

146 

234 

88 

2,050 
2, 370 
3,935 
934 
7,300 

4,082 
1,116 
3,421 
5,232 
4,553 

7,004 
4,257 
12,426 
9,211 
3,852 

1,549 
6,422 
6,374 
533 
9,286 

133 
9,  753 
6,251 
3,314 
6,192 

3,950 
7,447 
4,465 
2,641 
4,115 

7,572 
5,328 
2,186 
2,311 
7,527 

6,782 
3,734 
2,554 
32, 120 
5,688 

3,190 
632 
7,411 
2,941 
1,806 

5,338 
3,518 
4,626 
1,032 
6,520 

5,461 
8,856 
5,989 
7,666 
406 

3,941 
8,033 
1,479 
4,333 
7,183 

6,064 

534 

4.696 

6,893 

6,332 
3,629  1 
8,189 
3,674 

2,050 
2,370 
3,935 
934 
7,292 

4,082 
1,116 
3,421 
5, 232 
4,553 

7,004 
4,257 
12, 426 
9,211 
3,852 

1,549 
6, 422 
6,374 
533 
9,252 

133 
9,753 
6,251 
3,314 
6,192 

3,950 
7,447 
4,465 
2,641 
4,115 

7,563 
5,  328 
2,186 
2,311 
7,527 

6,782 
3,734 
2,554 
32, 120 
5,688 

3,190 
632 
7,408 
2,941 
1,806 

5,338 
3,518 
4,626 
1,032 
6,510 

5,461 
8,856 
5,989 
7,666  ! 
406 

3,941  ' 

8,033 

1,479 

4,333 

7,183 

6,064 

534 

4,696 

6,893 

6,332 
3,629 
8,189 
3,674 

1,075 
1,219 
2,004 
447 
3,809 

2,162 
616 
1,810 
2,675 
2,274 

3,600 
2,132 
6,373 
4,784 
1,987 

801 
3,334 
3,258 

260 
4,832 

75 
5,017 
3,124 
1,796 
2,998 

1,969 
3,852 
2,215 
1,320 
2,204 

3,887 
2,657 
1,162 
1,182 
3,944 

3,174 
1,842 
1.297 
15,941 
2,800 

1,541 

279 

3,781 

1,521 

934 

2,661 
1,778 
2,369 
558 
3,301 

2,700 
4,385 
3,034 
3,973 
196 

2,060 
4,053 
825 
2,286 
3,694 

3,068 

281 

2,409 

3,675 

3,249 
1,823 
4,157 
1,840 

975 
1,151 
1,931 

487 
3,483 

1,920 
500 
1,611 
2,557 
2,279 

3,404 
2,125 
6,053 
4,427 
1,865 

748 
3,088 
3,116 

273 
4,420 

58 
4,736 
3,127 
1,518 
3,194 

1.981 
3,595 
2,220 
1,321 
1,911 

3,676 
2,671 
1,024 
1,129 
3,583 

3,608 
1.892 
1,257 
16, 179 
2,888 

1,649 

353 

3,627 

1,420 

872 

2,677 
1,740 
2,257 
474 
3,209 

2,761 
4,471 
2,955 
3,693 
210 

1,881 
3,980 
654 
2,047 
3,489 

2,996 

253 

2,287 

3,218 

3,083 
1,806 
4,032 
1,834 

Ashland 



Bayfield 

8 

6 

2 

Buffalo 

Burnett 

Ch  ippewa 

Clark. 

Crawford 

Dane 

Sndf;e 

Door 

Duun 

Eiiuclaire 

Florence  

Fond  du  Xisuo 

34 

19 

15 

Forest 

Grant 

Green 

Green  Lake 

Iowa 

Jackson  

Juneau 

Kenosha 

Kewaunee 

Lacrosse 

9 

5 

4 

Lafayette 

Langlade  

Lincoln 

Marathon 

Marinette 

Marquette 

Milwaukee 

Monroe 

Oneida 

Oiit.agnn^iA                           . . . . 

3 

3 

Ozaukee 

Pepin 

Pierce 

Polk 

Portage 

Price 

Rapine 

10 

5 

5 

Richland 

Rock 

St.  Croix 

Sauk 

Sawyer  

Shawano 

Sheboygan              

Taylor 

Trempealeau 

Vernon 



Walworth 

Washington 

Waukesha  ..- 

Waupaca 

Waushara 

Winnebago 

Wood.... 

1 

a  Includes  unseparated  colored. 

6  The  state  has  1,381  pupils  (all  white;  704  male  and  677  female)  in  the  public  achools  /366  undfir  4  :rears  of  age  and  1.015  over  20)  not  included  in  this  a'^gregate 
as  the  data  for  distribution  by  counties  were  not  available.  '^  ' 


100  p:ducation. 

Table  8.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  PUBLIC  COMMON  SCHOOLS,  BY  COUNTIES— Continued. 

*rYOMING. 

1880.  Population 20,789.    Enrolled  in  public  common  schools  2,907 

1890.  Populatioii 60, 705.     Enrolled  in  public  common  schools  7, 875 

Gain  of  population 192. 01  per  cent.     Ga  in  of  enrollment  i  u  pnblic  common  schools 170. 90  per  cent. 

PUBLIC  COMMON  SCHOOLS  OF  WYOMING  FOE  THE  YEAR  ENDED  AUGUST  31,  1890. 


•     TEACHERS. 

PUPILS. 

OOUNTIKS. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male.      /ate. 

Total.     . 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Thfi  St.ate 

306 

306 

39 
.33 
20 
31 
18 

15 
70 

59 

247 

j 

7.875 

1, 

7,862 

4,002 

3,860 

13 

6 

7 

1 .-_        -        . 

39 
33 
20 
31 
16 

15 
70 

4 
5 

7 
3 

35 
28 
13 
9U 

1,035 
890 
364 
533 
440 

287 
1, 393 

519 
460 
189 
302 
214 

144 

717 

516 
430 
175 
231 
226 

143 
676 

1 

Crook 

4            12 
2  1           13 

! 

1 

10 

60 

13 

6 

7 

tion.  <6) 

2 

26 
10 
39 
5 

2 

26 
10 
:!9 
5 

9 
2 
12 
1 

2 

17 
8 

27 
4 

"       



74 

477 

544 

1,674 

151 

74 

477 

544 

1,674 

151 

t             '' 

256 

240 

837 

81 

31 

221 

.304 

837 

70 

ll 

XJinta                    

1 

a  In< 

jlnde.i  ui 

iseparati 

id  colore 

i. 

b  No  report. 

INSTITUTIONS. 


101 


Table  9.— APPARENT  COMPARATIVE   GAINS   IN 

1880  AND  1890, 


POPULATION    AND    IN    IM'HLIC    COMMON    SCHOOL   ENROLLMENT, 
BY  STATES  AND  TERRITORIES. 


STATES  ANU  TEBBITOBIBS. 


The  United  States . 


Kortb  Atlantic  division  . 


Maine 

New  Hampshire . 

Vermont 

Uassaohusetts. . . 

Rhode  Island 

Connecticut 

New  York 

New  Jersey 

Pennsylvania . . . . 


South  Atlantic  division 


Delawai'e 

Maryland 

District  of  Columbia  . 

Virginia 

West  Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 


North  Central  division  . 


Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North  Dakota  . 
South  Dakota.. 

Nebraska 

Kansas 


South  Central  division. 


Kentucky  .... 
Tennessee  .... 

Alabama 

Mississippi . . . 

Louisiana 

Texas  (6) 

Oklahoma  (c)  . 
Arkansas 


Western  division . 


Montana 

Wyoming 

Colorado 

New  Mexico . 

Arizona 

Utah 

Nevada 

Idaho 

Alaska  id) ... 
Washington  . 

Oregon  

Califomia 


POPULATION. 


Years. 


1890 


62, 622, 250 


17,401,545 


661,086 

376, 530 

332, 422 

2. 238, 043 

345. 50e 

746, 258 

5,997,853 

1,444.933 

5,  258. 014 

8,  857,  920 


168,493 
042, 390 
230,  392 
655,980 
762, 794 
617, 947 
151,149 
837.  353 
391,422 


22,362,279 


672, 316 
192, 404 
826, 351 
093, 889 
686,880 
301,826 
911,  896 
679,  184 
182,  719 
328, 808 
0.58,  910 
427, 096 


10, 972, 893 


1,858,635 
1.  767, 518 
1,513,017 

1,  289, 600 
1, 118,  587 

2,  235, 523 

61, 834 
1, 128, 179 

3,027,613 


132, 159 
60,706 

412, 198 

153, 693 
59, 620 

207,  906 
45, 761 
84,386 


18S0 


50,155,783 


14,507,407 

648,936 

346,991 

332,286 

1.783,085 

276, 531 

622,700 

5, 082, 871 

1, 131, 116 

4,282,891 

7, 597, 197 


146, 608 
934, 943 
177, 624 

1.512,565 
618, 457 

1, 399, 760 
995, 577 

1,542.180 
289, 493 

17.364,111 


3, 198, 062 

1. 978, 301 

3,  077,  871 

1,  636,  937 

1.315,497 

780.  773 

1.  624,  615 

2. 168,  380 

36.909 

98,  268 

452,  402 

996.096 

8,919,371 


349, 390 

313,767 

,208,130 


1, 648,  690 
1, 542, 359 
1.  262, 505 
1.131,597 
939,946 
1,  591,  749 


802,525 


1, 767, 697 


39, 159 
20, 789 
194, 327 
119,565 
40,440 
143,963 
62,266 
32, 610 


75, 116 
174, 768 
864,694 


Gaiu. 


Number. 


12,466,467 


2, 894, 138 


12,150 

29,539 

136 

455,858 

68,975 

123, 558 

914. 982 

313, 817 

975, 123 

1, 260, 723 

21.886 

107,  447 
.Vi.  768 
143, 415 
144,337 
218. 197 
135.  572 
295, 173 
121,929 

4, 998. 168 


Per  cent. 


24.86 


19.95 


1.87 
8.51 
0.04 
25.57 
24.94 
19.84 
18.00 
27.  74 
22.77 

16.  .59 


474,254 
214, 103 
748, 480 
456, 9.52 
371,383 
521, 053 
287, 281 
510,  804 
145, 810 
230,  540 
606,  508 
431,  000 

2,053,522 


209,945 
225,159 
250, 512 
158, 003 
178, 641 
643,774 
61,834 
326,654 

1, 259, 916 


93,000 
39, 916 

217,  871 
34,  028 
19.180 
63.  942 

nil),  505 
51.775 


KNHOLLMBNT. 


Years. 


1890 


12,704,487 


3, 103, 266 


14.93 
11.49 
29.  71 
9.48 
23.34 
15.59 
15.63 
19.14 
45.24 

28.78 


139, 679 

59, 813 

65,608 

371, 492 

52, 774 

126.  .505 

1.042.1611 

234,  072 

1,  Oil,  163 


1880 


9,951,608 


Gaiu. 


Number. 


2. 752, 879 


2,949,904 


160, 811 
64,670 
73,237 

316,630 
42, 489 

11 8.  .589 
1,II27,9:!8 

20.'i,  240 

950,  300 


1,751,225    ,  1,2:19.053 


14.83 

10.82 

24.32 

27.92 

28.23 

66.74 

17.68 

23. 56 

395.  05 

234.  BO 

134.  06 

43.27 

23.02 


31,434 
184, 251 

36.  ilU6 
342,  269 
193,  203 
325,  861 
203,  461 
342, 562 

91.188 

5,008,577 


797,439 
505,516 
778, 319 
427, 032 
351, 723 
281,859 
493, 267 
620, 314 
35,543 
77,943 
240. 300 
399.  .'122 


26, 412 
149,981 

26.  439 
220, 733 
143, 796 
256,422 
134. 842 
237, 124 

43,304 

4, 089, 585 


752,442 
512,201 
704, 041 
362, 459 
299,  514 
186,  544 
425,  665 
486, 002 
3,746 
9,972 
100,  871 
246, 128 


12.73 
14.60 
19.84 
13.96 
19.01 
40.44 


2,  326,  258 

1,  374.  035 

408,966 

292,427 

455,  732 

291,500 

302,  949 

187, 550 

334, 168 

237,065 

124,372 

81, 012 

476,421 

176,  245 

579 

153,362 

all,  132 

<i4,867 
(i7, 629 
54, 862 
10,285 
7,916 
14,222 
28,  832 
60.863 

512, 172 

5,022 
34, 270 
10, 467 

121,536 
49,  497 
69.  439 
68,619 

105,438 
47,884 

918,  992 


Per  cent. 


27.66 


44,997 

a6,  685 

74, 278 

64,573 

32.209 

95,  315 

«7,  (K)2 

134,312 

31,797 

«7,  971 

139.  429 

153, 194 

952.  223 


40.  58 


71.27 


223.  071 


515, 161 


108. 236 


299, 031 


237. 49 

192. 01 

112. 12 

28.46 

47.43 

44.  42 

a26.  51 

158.77 


274, 274  I  365. 13 
138,  999  79.  33 
343,  436     39.  72 


16,980 
7,875 

65,490 

18,  215 
7,989 

36,372 
7,387 

14, 311 


4,667 
2,907 

28,262 
4,765 
4,212 

25.792 
8,918 
5,834 


,35, 432 

63.  354 

221,  7.36 


14,  780 
37,  437 
161,477 


116,  539 
164,232 
115.399 
97, 103 
43,360 
630(1, 176 
579 
114,  835 

216, 130 


12,  313 
4,968 
37,238 
13,460 
3,777 
10,580 
(ll,531 
8,477 


40,652 
25,917 
60,279 


5.20 

07.  38 

n7,  51 

"10.  12 

17,  33 

24.  21 

6.68 

1,38 

14.05 

6.40 


10.  01 
'"  22.85 
39.  59 
55.06 
,14. 42 
27.08 
50.89 
14.47 
nil   58 

22.  17 


6.98 

al.31 

10.55 

17.82 

17.43 

51. 10 

15.88 

27.64 

848,83 

681,  62 

138,  23 

62,34 

69,30 


39.85 
50.34 
01.  .33 
40.  96 
,33.  52 
blW.  32 


106. 10 


72.28 


263.83 
170.90 
131.81 
283.07 
89.67 
41.02 
al7. 17 
145. 30 


275. 05 
69.23 
37.33 


a  Loss. 

b  The  per  cent  of  gain  in  Texas  is  computed  from  the  enrollment  of  18!H)  including  63,512  over  and  under  age ;  but  the  correspond inj;  pujiils  were  not  included 
in  1880. 

«  School  enrollment  given  is  for  Greer  oouuty  only ;  po|mlation  ol  that  county,  5,338.  rf  Alaska  is  oraittod  from  the  comparison. 


102 


EDUCATION. 


Table  10.— APPAKENT  RELATION  OF  PUBLIC  COMMON   SCHOOL  ENROLLMENT  TO  POPULATION,  1880  AND  1890,  BY 

STATES  AND  TERRITORIES. 


STATES  AND  TEBBITOBIBB. 


The  United  States  (a). 


Xortb  Atlantic  division. 


Maine 

New  Hampshire . 

Vermont 

Massacliusetts . . . 

Rhode  Island 

Connecticut 

New  York 

New  Jersey 

Pennsylvania 


Sonth  Atlantic  division. 


Delaware 

Maryland 

District  of  Colombia. 

Virginia 

"West  Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 


North  Central  division. 


Ohio 

Indiana 

Dlinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North  Dakota. . 
South  Dakota. 

Nebraska 

Kansas  ... 


Sonth  Central  division. 


Eentnoky 

Tennessee  ... 

Alabama 

Mississippi . . 

Louisiana 

Texas  (6)  .... 
Oklahoma  (c) . 
Arkansas.... 


Western  division . 


Montana 

Wyoming 

Colorado 

New  Mexico . 

Arizona 

Utah 

Nevada 

Idaho 

Alaska  (a) . . . 
Washington . 

Oregon 

California.... 


POPCLATION. 


1890 


62, 622, 250 


17,401,545 


661, 086 

376, 530 

332,422 

2,238,943 

345, 506 

746, 258 

5, 997, 853 

1,444,933 

5,258,014 

8, 857, 920 


168, 493 
1,042,390 

230, 392 
1, 655, 980 

762, 794 
1, 617, 947 
1, 151, 149 
1,837,353 

391, 422 

22, 362, 279 


1880 


50, 155, 783 


672, 316 
192, 404 
826,  351 
093, 889 
686, 880 
301, 826 
911, 896 
679, 184 
182,  719 
328, 808 
058, 910 
427,096 


10,972,893 


1, 858, 635 
1,767,518 
1, 513, 017 
1, 289, 600 
1,118,587 
2, 235, 523 
61,834 
1, 128, 179 

3,027,613 


132, 159 
60,705 

412, 198 

153, 593 
59, 620 

207, 905 
45, 761 
84,385 


14, 507, 407 


648, 936 

346, 991 

332, 286 

1, 783, 085 

278,  531 

622,  700 

5,082,871 

1, 131, 116 

4,282,891 

7, 597, 197 


PCBLIC  COMMON  SCHOOL  KNKOLL- 
MENT. 


1890 


12, 704, 487 


3,103,266 


146. 608 
934, 943 
177, 624 

1, 512,  565 
618, 457 

1, 399,  7S0 
995,  577 

1,542,180 
269, 493 

17. 364,  111 


3,198,062 

1, 978, 301 

3, 077, 871 

1,636,937 

1,315,497 

780, 773 

1, 624, 615 

2, 168, 380 

36,909 

98,268 

452,402 

996,096 

8,919,371 


1, 648, 690 
1, 542, 3.59 
1, 262, 505 
1,131,597 
939,946 
1,691, 749 


349, 390 
313, 767 
,208,130 


802,525 


1, 767, 697 


39, 159 
20,789 
194, 327 
119, 565 
40,440 
143,963 
62,266 
32, 610 


75, 116 
174, 768 
864, 694 


139,679 

59, 813 

65,608 

371, 492 

52,774 

126,505 

1,042,160 

234, 072 

1,011,163 

1, 751, 225 


31,434 
184,251 

36, 906 
342,269 
193, 293 
325,861 
203,461 
342, 562 

91,188 

5,008,577 


797,439 
505,  516 
778, 319 
427, 032 
351,723 
281,859 
493,267 
620, 3U 
35,543 
77,943 
240,300 
399,322 

2,326,258 


408,966 
455,732 
302,949 
334, 168 
124,372 
476,421 
579 
223,071 

515,161 


16,980 
7,875 

65,490 

18, 215 
7,989 

36,372 
7,387 

14,311 


1S80 


9,951,608 


2, 949, 904 


55,432 
63, 354 
221, 756 


150, 811 
64,670 
73, 237 

316, 630 
42,489 

118,589 
1,027,938 

205, 240 

950, 300 

1,239,053 


26,412 
149, 981 

26, 439 
220,733 
143, 796 
256,422 
134,842 
237,124 

43,304 

4,089,585 


752,442 
512,  201 
704, 041 
362, 459 
299, 514 
186, 544 
425, 665 
486, 002 
3,746 
9,972 
100, 871 
246,128 

1, 374, 035 


292.427 
291,500 
187,  550 
237, 065 
81,012 
176, 245 


108,236 


299,031 


4,667 
2,907 

28,252 
4,755 
4,212 

25,792 
8,918 
5,834 


14,780 

S7, 437 

161,477 


PER  CENT  OF  ENBOLL- 
MENT  TO  POPULATION. 


1890 


20.29 


17.83 


21.13 
15.89 
19.74 
16.53 
15.27 
16.95 
17.38 
16.20 
19.23 

19.77 


18.66 
17.68 
16.02 
20.67 
25.34 
20.14 
17.67 
18.64 
23.30 

22.40 


21.71 
23.06 
20.34 
20.39 
20.85 
21.65 
25.80 
23.15 
19.45 
23.70 
22.69 
27.98 

21.20 


22.00 
25.78 
20.02 
25.91 
11.12 
21.31 
10.85 
19.77 

17.02 


12.85 
12.97 
15.89 
11.86 
13.40 
17.49 
16.14 
16.96 


15.87 
20.19 
18.36 


1880 


19.84 


20.33 


23.  k 
18.84 
22.04 
17.76 
15.37 
19.04 
20.22 
18.14 
22.19 

16.31 


18.02 
16.04 
14.88 
14.59 
23.25 
18.32 
13.54 
15.38 
16.07 

23.55 


23.53 
25.89 
22.87 
22.14 
22.77 
23.89 
26.20 
22.41 
10.15 
10.15 
22.30 
24.71 

15.41 


17.74 
18.90 
14.86 
20.95 
8.62 
11.07 


13.49 


16.92 


11.92 
13.98 
14.54 
3.98 
10.42 
17.92 
14.32 
17.88 


19.68 
21.42 
18.67 


a  Alaska  is  omitted  from  the  comparison. 

6  The  enrollment  for  1890  includes  65,512  over  and  under  school  age,  but  the  corresponding  figures  were  not  included  in  1880. 

0  School  enrollment  given  is  for  Greer  county ;  per  cent  given  is  on  basis  of  population  of  county,  5,338. 


INSTITUTIONS. 


103 


Table  1 1.— APPARENT  RELATION  OF  PUBLIC  COMMON  SCHOOL  ENROLLMENT  TO  POPULATION,  CENSUS  OF  1890 :  WHITE 

AND  COLORED,  IN  THE  SOUTHERN  STATES. 


STATES  AND  TEKKITOBUSti. 


Total. 


South  Atlantic  diTisioii . 


Delaware 

Maryland 

District  of  Columbia  . 

Virginia 

West  Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 


Sonth  Central  diTision 


Kentucky 

Tennessee 

Alabama 

Mississippi... 

Louisiana 

Texas  (a) 

Oklahoma  (6) . 
Arkansas 


Missouri 


POPULATION. 


White. 


IS,  608, 183 


5,592,149 


140,066 
826, 493 
154, 695 

1,020,122 
730,077 

1,055,382 
462,008 
978, 357 
224,949 

7,487,576 


1, 590, 462 

1,336,637 

833,718 

544, 851 

558, 395 

1,745,935 

58,826 

818, 752 

2, 528, 458 


Colored. 


6, 901, 814 


3,265,771 


28,427 
215, 897 

75,697 
635,858 

32, 717 
,562, 565 
689, 141 
858,996 
166,473 

3,485,317 


268,173 
430,881 
679, 299 
744,749 
560,192 
489, 588 
3,008 
309,427 

150,726 


PUBUO  COMMON  SCHOOL 
ENROLLMENT. 


White. 


3,409,061 


1,168,657 


26,778 
148, 224 

23, 574 
220, 210 
186,735 
208,844 

90,051 
209,330 

54,811 

1,652,994 


354,250 
354,130 
186,794 
150,968 
74,988 
367,682 
579 
163,603 

587,510 


Colored. 


1,288,736 


582,668 


4,656 

36,027 

13, 332 

122,059 

6,558 

117, 017 

113,410 

133,  232 

36,377 

673,284 


54,716 
101,602 
116, 155 
183,200 

49,384 
108,739 


59,468 


32,804 


PEB  OBNT  OP  EN- 
ROLLMENT TO  POP- 
ULATION. 


White. 


21.84 


20.90 


19.12 
17.93 
15.24 
21.59 
25.58 
19.79 
19.49 
21.40 
24.37 

22.08 


22.27 
26.49 
22.40 
27.71 
13.43 
21.06 
10.85 
19.98 

23.24 


Colored. 


18.67 


17.84 


16.38 
16.69 
17.61 
19.20 
20.04 
20.80 
16.46 
15.51 
21.85 

19.32 


20.40 
23.58 
17.10 
24.60 
8.82 
22.2] 


19.22 


21.76 


a  The  enrollment  in  Texas  for  1890  includes  65,512  pupils  (54,880  white,  10,632  colored)  over  and  under  school  age,  but  the  corresponding  figures  were  not  incladed 
in  1880. 

6  The  enrollment  given  is  for  Greer  county  only ;  the  per  cent  is  baaed  upon  the  population  of  that  county,  5,336  white  and  2  colored. 


104 


EDUCATION. 


Table   19.— APPARENT   RELATIVE   GAIN  IN  PUBLIC   COMMON   SCHOOL    ENROLLMENT,   1880  AND   1890:   WHITE  AND 

COLORED,  IN  THE  SOUTHERN  STATES. 


STATES  AXD  TERBITOBIEt. 


Total 

South  Atlantic  division. 

Delaware 

Maryland 

District  of  Colnmbla 

Virginia 

West  Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 

South  Central  division. . 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas  (a) 

Oklahoma  (6) 

Arkansas 

Missouri 


EKBOLLED  m  PUBUC  COMMON  SCHOOtS. 


White. 


1890 


3,109,061 


1, 168, 557 


26, 778 
148,224 

23,574 
220, 210 
186, 735 
208,844 

90,051 
209, 330 

54,811 

1,652,994 


354, 250 
354, 130 
186, 794 
150, 968 
74,988 
367, 682 
579 
163, 603 

587, 510 


1880 


2, 301, 804 


859, 510 


24,178 
123,448 

18,472 
152,455 
139,  690 
161,  262 

61,832 
150, 501 

27, 672 

980, 338 


263, 507 
230, 130 
111,889 
115, 463 
46, 370 
131,616 


81, 363 


461,956 


Colored. 


1890 


1, 288, 736 


582,  668 


4,656 
36,027 
13,  332 
122,  059 
6,558 
117,  017 
113,  410 
133, 232 
36,377 

673, 264 


1880 


797,286 


379,543 


2,234 
26,533 

7,967 
68, 278 

4,106 
95,160 
73, 010 
86,  623 
15, 632 

393,  697 


54,716 
101, 602 
116, 155 
183, 200 

49,  384 
108, 739 


59,468 


32,804 


28, 920 
61, 370 
75,661 
121, 602 
34,642 
44,629 


26,873 


24,046 


Number. 


White. 


1, 107,  257 


309,047 


2,600 
24. 776 

5,102 
67,  755 
47,  045 
47,  582 
28,219 
58,  829 
27,139 

672, 656 


90,743 

124,000 

74,  905 

35, 505 

28,618 

236, 066 

579 

82,240 

125, 554 


Colored. 


491,450 


203, 125 


2,422 

9, 494 

5,365 

53, 781 

2,452 

21,857 

40, 400 

46,609 

20,745 

279,  567 


25, 796 
40,232 
40, 494 

6},  598 
14,  742 
64,110 


32,  595 


8,758 


Per  cent. 


White. 


48.10 


35.96 


10.75 
20.07 
27.62 
44.44 
33.68 
29.51 
45.64 
39.09 
98.07 

68.61 


34.44 
53.88 
66.95 
30.75 
61.72 
179.36 


101.08 


27.18 


Colored. 


61.64 


53.52 


108.42 
35.78 
67.  34 
78.77 
59.72 
22.97 
55.33 
53.81 

132.71 

71.01 


89.20 
65.56 
53.52 
50.66 
42.56 
143.65 


121.29 


36.42 


a  The  enrollment  in  Texas  for  1890  includes  65,512  pupils  (54,880  white,  10,632  colored)  oyer  and  under  school  age,  but  the  corresponding  figures  were  not  included 
in  1880. 

b  School  enrolknent  given  is  for  Greer  county  only. 


INSTITUTIONS. 


105 


Table  13.— APPARENT   RELATION  OF  THE   SEXES  IN  PUBLIC  COMMON  SCHOOLS,  CENSUS  OF    1890,  BY  STATES  AND 

TERRITORIES. 


STATES  AND  TEBBITOBIEB. 


The  TJnited  States. 


North  Atlantic  division  . 


Maine 

New  Hampshire. 

Vermont 

Massachusetts. . . 

Rhode  Island 

Connecticut 

New  York 

New  Jersey 

Pennsylvania 


Sonth  Atlantic  division  . 


Delaware 

White 

Colored 

Maryland 

"White 

Colored 

District  of  Columbia  . 

White 

Colored 

Virginia 

White 

Colored 

West  Virginia 

Whito 

Colored 

North  Carolina 

White 

Colored 

South  Carolina 

White 

Colored 

Georgia 

White 

Colored 

Florida 

White 

Colored 


North  Central  division 


Ohio 

Indiana 

Illinois 

Michigan . . 
Wisconsin . 


Hale 

teachers  to 

female 

teachers 

nearly  as— 


1  to  1.9 


1  to  3. 8 

1  to  3. 3 
1  to9.5 
1  to  7. 3 
lto9.2 
1  to  6. 9 
1  to  6.0 
lto4.9 
1  to  4.1 
1  to  1. 9 

1  to  1.0 


Male 

pnpils  to 

female 

pupils 

nearly  as — 


10  to   9.7 


1  to  2.1 
1  to  2. 2 
1  to  1. 7 
1  to  2.6 
1  to  2. 9 
1  to  1.3 
1  to  7. 1 
1  to  7. 3 
1  to6.8 
1  to  1.4 
1  to  1.5 
1  to  1.1 
1  to  0.6 
1  to  0. 6 
1  to  0.7 
1  to  0.7 
1  to  0.7 
1  to  0.6 
1  to  1.0 
1  to  1.4 
1  to  0.6 
1  to  0.9 
1  to  0.8 
1  to  0.9 
1  to  1.1 
1  to  1.3 
1  to  0.7 

1  to  2. 1 


10  to  9.9 


10  to  10. 3 
10  to  9.4 
10  to  9. 5 
10  to  9.7 
10  to  9.9 
10  to  10. 1 
10  to  9.9 
10  to  10. 5 
10  to  9.7 

10  to  9.8 


10  to  10.2 
10  to  10. 2 
10  to  9.8 
10  to  9.6 
10  to  9.4 
10  to  10. 1 
10  to  11. 3 
10  to  10. 6 
10  to  12. 8 
10  to  9. 9 
10  to  9.2 
10  to  11. 4 
10  to  9.1 
10  to  9.0 
10  to  10. 9 
10  to  9.9 
10  to  9.2 
10  to  11. 1 
10  to  10. 1 
10  to  9.3 
10  to  10. 9 
10  to  9.8 
10  to  9.2 
10  to  10. 8 
10  to  9.8 
10  to  9.3 
10  to  10.  6 

10  to  9.  5 


1  to  1.3 

10  to 

9.3 

1  to  1. 0 

10  to 

9.5 

1  to  2.4 

10  to 

9.6 

1  to  3. 5 

10  to 

9.6 

1  to  4.0 

10  to 

9.6 

STATES   A.ND  TEllUITOBIKS. 


North  Central  division— Continued. 

Minnesota 

Iowa 

Missouri 

White 

Colored 

jj         North  Dakota 

\\  South  Dakota 

Nf-braska 

Kansas 

South  Central  divisiou 

Kentucky 

White 

Colored 

Tennessee 

White 

Colored 

Alabama 

White 

Colored 

Mississippi 

White 

Colored * 

Louisiana 

White 

Colored 

Texas 

White 

Colored 

Oklahoma 

Arkansas 

White 

Colored ; 

Western  division 

j         Montana 

i  Wyoming 

i         Colorado 

New  Mexico t 

t         Arizona 

trtah 

,         Nevada 

Idaho 

Alaska 

Washington 

Oregon  

California 


Male 

teachers to 

female 

teachers 

nearly  as— 


1  to  3. 2  I 
1  to  3. 9  I 
1  to  1. 3  I 
1  to  1. 2  I 
I  to  1. 4  I 
1  to  2.5 
1  to  2. 4 
1  to  2.  7  : 
1  to  1. 5  ' 

1  to  0. 7 


Itol. 
Itol. 
Itol. 
1  toO. 
ItoO. 
ItoO. 
ItoO. 
ItoO. 
ItoO. 
Itol. 
1  tol. 
1  too. 
Itol. 
Itol. 
ItoO. 
ItoO. 
ItoO. 
ItoO. 
ItoO. 
ItoO. 
ItoO. 
ItoO. 


1  to  2. 2 


Male 

pupils  to 

female 

pnpils 

nearly  as— 


10  to  9.  4 

10  to  9.6 

10  to  9. 6 

10  to  9.6 

10  to  10. 3 

10  to  9.0 

10  to  9.0 

10  to  9.4 

10  to  9.  5 

10  to   9.9 

10  to  9.5 
10  to  9.3 
10  to  10.  B 
10  to  9.5 
10  to  9. :! 
10  to  10. 1 
10  to  10. 0 
10  to  9.6 
10  to  10. 6 
10  to  10.0 
10  to  9.5 
10  to  10. 4 
10  to  9.5 
10  to  9.4 
10  to  9.8 
10  to  11. 2 
10  to  11. 2 
10  to  11. 5 
10  to  11.2 
lOto  9.2 
10  to  9.1 
10  to  9.6 

10  to  9.4 


lto3. 
lto4. 
1  to2. 
1  too. 
1  tol. 
1  tol. 
1  to5. 
Itol. 
1  tol. 
1  tol. 
1  tol. 
lto3. 


10  to  9.6 
10  to  9.6 
10  to  9.6 
10  to  5.4 
10  to  8.5 
10  to  9.3 
10  to  9.9 
10  to  10. 6 
10  to  9.3 
10  to  10. 1 
10  to  9. 6 
10  to  9.4 


106 


EDUCATION. 


Table  14.— ENROLLMENT  IN  PUBLIC  SCHOOLS  ADDITIONAL  TO  COMMON  SCHOOLS,  AS  DERIVED  FROM  THE  REPORTS 

OF  SCHOOLS,  CENSUS  OF  1890,  BY  STATES  AND  TERRITORIES. 


[This  table  includes  state  imiversities  nui\  proleBsioQal  schools.] 


TBACHEB8. 

PDPILS. 

STATB8  AND  TERRITORIES. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe 
male. 

TotaL 

Male. 

Fe- 
male. 

The  United  States . 

2,960 

2,841 

2,084 

757 

119 

66 

53 

64,478 

60,101 

31,988 

28,113 

4,377 

2,042 

2,338 

North  A-tlantic  diviaion  . . . 

766 

766 

413 

353 

21, 151 

21,139 

8,677 

12, 562 

12 

6 

6 

35 
17 
57 

108 

8 

37 

236 
35 

233 

412 

35 

17 

57 

108 

8 

37 
238 

35 
233 

375 

21 
15 
41 
44 
3 
10 

128 
14 

137 

334 

14 

2 

16 

64 

5 

27 

108 

21 

96 

41 

971 
134 

1,112 

1,595 
200 
798 

7,810 
892 

7,639 

7,060 

971 
134 

1,112 

1,594 
199 
798 

7,808 
892 

7,631 

5,744 

377 

34 

673 

276 

6 

249 

2,946 

308 

3,708 

4,162 

594 
100 
439 

1,318 
193 
549 

4,862 
584 

3,923 

1,582 

JTew  Hampshire 

Vermont.... 

1 
1 

1 

1 

Shode  Island 

NewTork 

2 

1 

1 

Uew  Jersey 

8 
1,316 

5 
528 

3 

788 

South  Atlantic  division .... 

37 

22 

16 

Maryland 

85 

85 

77 

8 

675 

675 

345 

330 

District  of  Columbia.  - . 

96 
54 
42 
41 
68 
28 

1,083 

80 
64 
24 

41 
68 
23 

1,076 

72 
38 
23 
87 
68 
19 

834 

8 
16 

1 
4 

16 

ln 

6 

1,734 
1,063 
1,034 

519 
1,500 

535 

23,605 

1,254 

1,063 

273 

519 

1,500 

460 

23,  349 

767 
1,919 
2,767 
3,623 
2,960 
2,410 
1,689 
2,674 

149 
1,228 
1,145 
2,128 

5,648 

1,003 
669 
273 
391 

1,142 
339 

13,263 

251 
394 

480 

189 

291 

West  Virginia 

Korth  Carolina 

18 

10 

8 

761 

303 

468 

South  Carolina 

128 
358 
121 

10,086 

4 

242 

3 

7 

2 
5 

1 
2 

75 
256 

36 

127 

39 
129 

Korth  Central  division 

Ohio 

69 

91 

85 

155 

136 

153 

93 

111 

11 

58 

42 

79 

380 

69 

91 

85 

155 

136 

153 

93 

104 

11 

58 

42 

79 

305 

65 

74 
51 

141 
82 

117 
76 
89 
9 
39 
31 
60 

232 

4 

17 
34 
14 
54 
36 
17 
15 

19 
11 
19 

73 

777 
1,929 
2,790 
3,633 
2,952 
2,410 
1,690 
2,757 

151 
1,228 
1,146 
2,142 

8,436 

634 

1,190 

1,394 

2,609 

1,403 

1,260 

1,039 

1,616 

81 

661 

496 

1,081 

3,870 

133 

729 

1,373 

1,114 

1,647 

1,160 

650 

1,059 

68 

567 

649 

1,047 

1,778 

10 
10 
23 
10 
2 

8 
6 
8 
8 
1 

TIKnnin 

15 

Michigan 

2 

Wisconsin 

I 

1 

183 

2 

1 
87 

1 

Missouri 

7 

5 

2 

Korth  Dakota 

I 

SonthDakota 

'        Nebraska 

1 
14 

2,788 

1 
6 

1,377 

8 

South  Central  division 

75 

39 

36 

1,411 

28 
38 
134 
64 
34 
50 
32 

319 

25 
38 
82 
56 
27 
50 
28 

319 

24 
38 
59 
31 

17 
41 

22 

271 

1 

3 

2 

1 

641 

510 
3,401 
1,300 

789 
1,029 

766 

4,226 

554 
497 
1,835 
888 
376 
899 
600 

4,221 

409 
496 
1,097 
566 
220 
640 
443 

2,116 

146 
1 
738 
323 
155 
259 
157 

2,105 

87 
13 
1,566 
412 
414 
130 
166 

5 

32 
13 
639 
331 
144 
81 
137 

4 

56 

Tennessee 

23 

24 

10 

9 

6 

48 

52 
9 

T 

25 
8 
1 

27 
1 
6 

927 

81 

270 

Texas 

49 

1        ^^^ 

Arkansas .............. 

4 

3 

1 

29 

1 

21 
51 

21 
1             51 

21 

41 

2 

1 

19 
8 

82 
683 
34 
33 
358 
137 

82 
681 
34 
33 
358 
137 

41 
383 

19 

14 
229 

57 

41 

298 
15 
19 

129 
80 

10 

1 

2 

2 

3                    3 

1                    1 

20    I              20 

10    1              10 

\t 

TTtah 

1 
2 

Nevada ... ....... 



Idaho 

Washington 

10 

51 

152 

i              10 

51 

152 

6 
45 

129 

6 
6 

23 

273 
633 

1,993 

1 

273 

633 

1,990 

92 
388 
896 

181 

247 

1,095 

California 

3 

2 

1 

d  Includes  unseparated  colored, 


INSTITUTIONS. 


107 


Table  15.— APPARENT  RELATION  OF  PUBLIC   SCHOOL  ENROLLMENT  TO  POPULATION,  CENSUS  OF  1890,  BY  STATES 

AND  TERRITORIES. 


[This  table  inclndes  sUtte  oniTersities  aud  professional  schools.] 


8TATB8  AlTD  TEBKITOBIBS. 


The  TTnited  States 
North  Atlantic  division  . . 

Maine 

New  Hampshire 

Vermont 

Massachusetts 

Sbode  Island 

Connecticnt 

New  York 

New  Jersey 

Pennsylvania 

Sonth  Atlantic  division. .  ■ 

Delaware 

Maryland 

District  of  Columbia. . 

Virginia 

West  Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 

North  Central  division  . . . 

Ohio 

Indiana 

Illinois 

Michigan 

■Wisconsin 

Minnesota 

Iowa 

Missouri 

North  Dakota. 

Sonth  Dakota 

Nebraska 

Kansas 

South  Central  division 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Arkansas 

Western  division 

Montana 

Wyoming 

Colorado 

New  Mexico 

Arizona 

ITtah 

Nevada 

Idaho 

Washington 

Oregon  

Califomia 


Population, 

exclusive 

of  Alaska  and 

Oklahoma. 


«2, 560, 416 


17,401,545 


681, 086 

376, 5i)0 

:132, 422 

2, 238, 943 

345,506 

746, 258 

5,997,853 

1,  444, 933 

5,258,014 

8, 857, 920 


168, 493 
1,042,390 

230, 392 
1,655,980 

762,794 
1,617,947 
1, 151, 149 
1, 837,  353 

391, 422 

22, 362, 279 


672, 316 
192,404 
826, 351 
093,  889 
686, 880 
301,826 
911,896 
679, 184 
182, 719 
328, 808 
058,910 
427,096 


10,911,059 


1, 858,  635 
1.767,518 
1,  513,  017 
1,289,600 
1, 118, 587 
2, 235, 523 
1. 128, 179 

3, 027, 613 


132, 159 

60,  705 

412, 198 

153,  593 

59,  620 

207, 905 

45,  761 

84,385 

:i49,  390 

313,  767 

.  208, 130 


APPABENT  PUBUO  SCHOOL 
ENBOLLHENT. 


Number,  (a) 


12,768,386 


3,124,417 

140,650 

.59, 947 

66,720 

378,087 

52,974 

127, 303 

1, 049, 970 

234,964 

1,018,802 

1, 758, 285 


Per  cent 
of popu- 
lation. 


31,434 
184,926 

36,906 
344.003 
194,356 
326,895 
203, 980 
344,062 

91,723 

5,032,182 


798, 216 
507,445 
781, 109 
430,665 
354,675 
284,269 
494, 957 
623,  071 
35,694 
79, 171 
241,446 
401,  464 

2,334,115 


409,607 
456,242 
306,  350 
335,468 
125, 161 
477,450 
223, 837 

519,387 


16, 980 

7,957 

66. 173 

18,249 

8,022 

36  730 

7,  524 

14,  :iu 

55.  705 

6;t,  !W7 

223.  749 


I 


a  Pnplls  in  Oklahoma  (579)  and  Alaska  (899)  have  becu  oiuitted,  Oklahoma  having  public  schools  in  Greer  county  only,  and  the  conditions  in  Aliiakabeing  unlike 
those  of  the  country  at  large. 


108 


EDUCATION. 


Table   16.— SCHOOL  ENROLLMENT,  CENSUS  OF   1890:   PRIVATE   SCHOOLS,  EXCLUSIVE   OF   PAROCHIAL  SCHOOLS,  AS 
DERIVED  FROM  THE  REPORTS  OF  SCHOOLS,  BY  STATES  AND  TERRITORIES. 


STATES  AND  TEBBITOBIES. 


The  United  States 


North  Atlantic  division . 


Maine 

New  Hampsliire  . 

Vermont 

Massachusetts  . . . 

Rhode  Island 

Connectioat 

New  York 

New  Jersey 

Pennsylvania 


Sonth  Atlantic  division . . 


Delaware 

Maryland 

District  of  Columbia 

Virginia 

West  Virginia 

North  Carolina 

South  f 'arolina 

Georgia 

Florida 


North  Central  division . 


Ohio 

Indiana 

niinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North  Dakota . 
Sonth  Dakota . 

Nebraska 

Kansas 


South  Coatral  division . 


Kentucky . . 
Tennessee  .. 
Alabama  — 
Mississippi 
Louisiana . . . 

Texas  

Oklahoma.. 
Arkansas ... 


Western  dlvtsion 


Montana 

Wyoming 

Colorado 

New  Mexico  . 

Arizona 

Utah 

Nevada 

Idaho , 

Alaska 

Washington. 

Oregon 

California 


TEACHEK8. 


Aggre- 
gate. 


41,811 


14,122 


353 

298 

250 

2,232 

263 

738 

5,490 

1,251 

3,247 

7,190 


77 

i,iia 

483 
1,155 

228 
1,590 

684 
1,662 

195 

10,088 


2,048 
893 

1,949 
592 
471 
505 
789 

1,800 

45 

133 

306 

557 

7,659 


1,364 

1,929 

919 

828 

1,071 

1,106 

28 

414 

2,752 


52 

11 

306 

185 
19 

282 
14 
33 
54 

189 

250 
1,357 


White. 


Total. 


40, 953 


14,107 


353 

298 

250 

2,232 

263 

738 

5,490 

1,251 

3,232 

6,717 


10, 074 


2,036 
893 

1,948 
592 
471 
505 
789 

1,799 

45 

133 

306 

567 

7,304 


1,341 

1.838 

850 

798 

1,015 

1,067 

28 

377 

2,751 


Male. 


19,884 


52 

11 

306 

185 

19 

282 

14 

33 

54 

189 

250 

1,356 


7,033 


183 
171 
101 

1,122 
104 
377 

2,804 
506 

1,665 

2,995 


Fe- 
male. 


21,069 


7,074 


75 

27 

1,098 

562 

462 

285 

1.115 

438 

224 

74 

1,441 

631 

588 

236 

1,533 

693 

181 

49 

5,605 

1,188 
504 

1,105 
338 
246 
266 
438 
960 
18 
48 
156 
340 

3,U6 


516 
927 
367 
325 
347 
421 
12 
201 

1,135 


21 

3 

154 

48 

4 

83 

1 

6 

35 

86 

114 

580 


170 
127 
149 

1,110 
159 
361 

2.686 
745 

1,567 

3,722 


Colored. 


Total. 


858 


16 


473 


48 
53B 
177 
677 
150 
810 
352 
840 
132 


848 
389 
843 
254 
225 
239 
351 
839 
29 
85 
150 
217 


4.188 


825 
911 
483 
473 
668 
636 
16 
176 

1,616 


31 

8 

152 

137 

15 

199 

13 

27 

19 

103 

136 

776 


2 

18 

21 

40 

4 

149 
96 

129 
14 

14 

12 


Male. 


406 


355 


37 


Fe- 
male. 


222 


170 


16 
48 
32 
9 
24 
18 


23 


452 


10 


10 


261 


Aggre- 
gate. 


804,204 


196, 173 


6,826 

4,816 

4.553 

24,777 

4,053 

8,902 

77,  042 

16,878 

48,326 

166,  253 


White. 


Total. 


750,243 


195,000 


1.289 
12,799 

5,387 
17,648 

3,600 
43,943 
20,303 
55,536 

4,748 

187, 827 


6,820 
4,808 
4,552 
24,701 
4,030 
8,888 
76,846 
16,861 
47,494 

134,080 


185 


39, 204 

20, 012 

31. 791 

11,551 

7,954 

7,751 

19, 891 

29,015 

624 

1,432 

6,484 

12, 118 

200,202 

29.308 
55,  333 
27,  381 
24,  312 
20, 103 
29,  044 
1,203 
13,  518 

54,749 


1,226 
12,298 

4,794 
14,396 

3,399 
36.590 
11,934 
45.808 

3,635 

186, 894 


1,319 

159 
4,752 
4.770 

479 
10, 464 

131 
1,104 

878 
3,575 
4,891 
22,227 


891 
656 
740 
522 
948 
745 
878 
990 
624 
430 
478 
992 


180.677 

28,184 
50,824 
22, 418 
21. 769 
17,088 
27. 219 
1.202 
11, 973 

53.  592 

1.314 

159 

4,727 

4,577 

478 

10,460 

131 

1,104 

23 

3,570 

4,889 

22,160 


Male,     i 


403,706 


111,741 

3,931 
2,789 
2,150 

14.240 
2,352 
5,  288 

4:!,  42« 
!l.  562 

28,  001 


Fe- 
male. 


346,538 


67, 929        66, 151 


636 
7,263 
2,982 
6,802 
1,632 

18,604 
5,838 

22,764 
1,508 

107, 156 


22,636 

10,964 

19,209 

6,631 

5,023 

4,739 

10,995 

15, 719 

273 

663 

3,637 

6,767 

90,234 


14,648 
26, 130 
10,899 
10, 216 

8,897 

12,804 

623 

6,117 

26,645 


592 

40 

2,218 

2,289 

118 

5,495 

2 

467 

13 

1,938 

2,362 

11,  111 


83,259 

2,889 
2,019 
2,402 

10,461 
1,678 
3.600 

33, 418 
7,299 

19, 493 


690 
5,036 
1,812 
7,594 
1,867 

17,986 
6,096 

23,044 
2.127 

79,738 


Colored. 


Total. 


53,961 


16,255 
8,692 

12,531 
4,891 
2,925 
3,006 
8,883 

13, 271 

351 

767 

2,941 

5,225 


i:',636 
24.  694 
11,  519 
11,553 

8,191 

14,415 

579 

.5,856 

26,947 

722 

119 

2,509 

2,288 

360 

4,965 

129 

637 

10 

1,632 

2,527 

11,049 


1,173 


6 

8 

1 

76 

23 

14 

196 

17 

832 


Male. 


25,176 


706 


49 
16 
12 
93 
15 
509 


63 
601  I 
593 
3,252  I 
201  I 
7,353  I 
8,369 
9.728 
1,113 

933 


313 

366 

61 

29 

6 

6 

13 

26 


26 

236 

421 

1,647 

101 

3,351 

4.134 

4,024 

559 

491 


90,443      19,625 


2 

6 

126 


176 

131 

29 

21 

5 

4 

10 
16 


1.124 
4.  509 
4,963 
2,543 
3,015 
1,825 
1 
1.546 

1.157 


26 
193 

1 
4 


0855 

5 

2 

67 


3 
97 

8,977 


500 
2,123 
2.312 
1.148 
1,379 

782 


783 


604 


Fe- 
male. 


460 

3 

2 

22 


28,785 


467 


27 
7 
2 

103 
2 

32y 


31,173  ,    14,398  :     16,775 


37 

266 

172 

1.705 

100 

4.002 

4,235 

5,704 

554 

442 


138 
226 
22 
8 
1 
2 
3 
9 


2 
3 
29 

10.548 


624 
2,386 
2,651 
1,395 
1,636 
1,093 
1 

762 

553 


15 
93 


395 
2 


45 


•  Native. 


INSTITUTIONS. 


109 


Table  1».— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  DENOMINATIONAL  SCHOOLS,  INCLUDING  PAROCHIAL  SCHOOLS, 
AS  DERIVED  FROM  THE  REPORTS  OF  SCHOOLS,  BY  STATES  AND  TERRITORIES. 

TEACHERS. 


ALL  DENOMINATIONS. 

BAPTIST. 

STATES  AND  TEBBITOBntS. 

Aggre- 
gate. 

White.                     1 

1 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

TotaL 
1,537 

^•l''-          m^^e. 

Total. 
98 

Male. 

Fe- 
male. 

The  United  States.... 

33, 564 

32,848 

12,402 

20,446 

716 

317 

399 

1.635 

836  i            701 

1 

S3 

45 

North  Atlantic  dlTlslon 

10,292 

10, 277 

240 

244 
210  ' 

3,223 

7,054 

15 

*      5 

10 

386 

386 

258  1           128 

240 

244 

210 

1,162 

229  1 

624 

3,779 

1,012 

2,792 

3,437 

no 

83 
i8 

130 
161 
162 
791 
180 
376 

2,541 
796 

1,917 

1,923 

59 
19 
25 
15 
22 
11 
131 
27 
77 

470 

.59 
19 
25 
15 
22 
11 
131 
27 
77 

422 

45                14 
11                  8 

New  Hampshire 

9 
15 
22 

6 

90 

18 

Massachusetts 

1   162                STl 

229 
624 

3,779 
1,012 

2,777 

3,014 

71 
780 
322 
479 
134 
500 
221 
377 
130 

13,388 

2,077 

1,064 

2,509 

1,017 

1,  518 

1,056 

1,123 

l,i>76 

98 

237 

497 

616 

3,882 

820 
838 
307 
291 
742 
671 
210 
3 

2,287 

41 

13 

266 

201 

35 

294 

19 

32 

173 

220 

939 

.54 

49 

248 

1.238 

216 

860 

1,091 

5 

41 

13                   14  1 

15 
423 

5 
181 

10 
242 

47 
208 

30 
214 

South  Atlantic  division    ... 

48 

27 

21 

71 
808 
:t42 
534 
135 
635 

60 

263               517 
163               159 
177               302 

28 

11 

17 

District  of  Columbia  . . . 

20  :             14                 fi 
.55                15              40 

.55 
101 

15 
110 

38 
128 

23 

331 

51 
97 
15 
83 
38 
116 
22 

331 

51 
18 
66 
28 
28 
9 
27 
81 

48 
46 
5 
47 
18 

3 
51 
10 
36 
29 

4 

4 

2 

2 

30 

205 
93 
129 

20 

6,086 

104 
295 
128 
248 
110 

7,302 

1 

135 

79 

89 

16 

21 

!        ' 

m,       74 

33  I           46 
42             47 

27 

14 

13 

300 
466 
146 

40  1             76 

12 

1 

7 

5 

5 
10 

11 
11 

6 
196 

16 
135 

1 

North  Central  division 

13,  409 

2,088 
1,064 
2,  513 

809 

472 
1,186 
403 
681 
611 
527 
623 
62 
111 
266 
335 

1,225 

1,268 
592 

1,323 
614 
837 
445 
596 
9.53 
36 
126 
231 
281 

2,657 

11 

7 

4 

51 

18 

38 
14 
35 
21 
14 
4 
15 
39 

13 

4 
31 

7 
14 

5 
12 
42 

4 

2 

2 

66 
28 
28 

1,056 

1,123 

1,576 

99 

237 

500 

618 

4,128 

9 

27 
81 

1 

1 

7 

7 

5  1                2 

Nebraska 

3 
2 

246 

1 
110 

2 
2 

136 

16 
414 

16 
364 

11 
159 

5 
205 

South  Central  division 

50 

26 

24 

836 

209 

391 

98 

81 

171 

200 

74 

1 

777 

611 
447 
209 
210 
571 
471 
136 
2 

1,510 

16 

72 
41 
18 
55 
27 
17 

6 
37 
19 

7 
20 
11 
10 

10 
35 
22 
11 
35 
16 
7 

83 
80 
55 
66 
47 
62 
21 

73 
77 
38 
64 
39 
57 
16 

36  1              37 

10 
3 

1          1^ 
2 

8 

5 

5 

3 
2 

10 

1 

4 
3 
3 

7 

910 

36 
12 
20 

18 

30 

7 

41 
26 
44 

21 
27 
9 

1 

Alabama 

Mississippi 

Louisiana 

.■)48 
309 
797 
698 
227 
3 

2,298 

41 

13 

266 

201 

35 

294 

19 

32 

173 

220 

950 

54 

1 

7 
1 
4 
2 

2 

Oklahoma 

11 

11 

34 

34 

15 

19 

Montana 

Wycirins; 

Colorado 

New  Mexico 

9 

1 

i             125 
.50 

7 
77 

1 

6 

32 

12 

141 

1.51 

28 

217 

18 

26 

107 

Utah 

Nevada  

Idaho  

Washington 

! 

9 
21 

9 

4 
21 

3>                6 
2  ,               2 
10  '             11 

DO    , 

95  ;             125 

1             305  1             634 
35  '               19 

all 

,           11 

_ 

a  Chinese. 


110 


EDUCATION. 


Table  17.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  DENOMINATIONAL  SCHOOLS,  INCLUDING  PAROCHIAL 

SCHOOLS— Continued. 

TEACHERS— Continued. 


CATHOLIC. 

CONGKEQATIONAL. 

STATBB  AND  TEKBITOKIE8. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  United  States.-.. 

18, 210 

18,160 

3,131 

15, 029 

60 

1 

49 

1,219 

1,129 

666 

463 

90 

46 

44 

North  Atlantic  division 

6,912 

111 
151 
125 
803 
176 
340 

2,778 
769 

1,659 

1,317 

6,912 

1,110 

5,802 

298 

298 

283 

15 

MainB                  

111 
151 
125 
803 
176 
340 

2,778 
769 

1,659 

1,298 

16 

15 

7 

79 

13 

6 

859 

92 

223 

313 

95 
136 
118 
724 
163 
334 

2,119 
677 

1,436 

985 

29 
29 

9 
75 

1 
155 

29 
29 

9 
75 

1 
155 

29 
24 

9 
65 

1 
155 

New  Hampshire 

Vermont 

5 

10 

"Wftw  "Vfirk 

South  Atlantic  division 

19 

1 

18 

183 

135 

50 

85 

48 

27 

21 

49 

.596 

224 

122 

88 

37 

43 

84 

74 

6,951 

49 

590 

224 

122 

88 

36 

41 

80 

68 

6,948 

3 

179 

81 

14 

4 
16 

46 
411 
143 

108 
84 
20 
41 
64 
68 

5,774 

6 

6 

District  of  Columbia.. . 

47 

33 

31 

2 

14 

10 

W«at  Virfirlnia          

"Wnr+Ti  Piirolina       

1 
2 
4 
6 

3 

1 

1 
2 
3 
6 

3 

37 
U 
75 
13 

360 

25 
8 
56 
13 

356 

2 
2 
9 
6 

235 

23 
6 

47 

7 

121 

12 
3 
19 

4 
2 
11 

8 

1 

Georjna  ...•-•- 

16 

8 

North  Central  diviaion 

1,174 

4 

1 

3 

Ohio 

1,289 
631 

1,3.36 
582 
847 
393 
478 
898 
17 
68 
179 
2.33 

1,892 

481 
138 
101 
106 
611 
374 
81 

1,289 
631 

1,335 
582 
847 
393 
478 
898 
17 
68 
179 
231 

1,864 

234 

137 

217 

61 

132 

64 

32 

200 

1,055 
494 

1,118 
521 
715 
329 
446 
698 
17 
63 
152 
166 

1,566 

76 

76 

56 

20 

Indiana 

minois  

1 

1 

37 
23 
38 
26 
37 
19 
17 
18 
49 
20 

198 

37 
23 
38 
26 
37 
19 
16 
18 
46 
20 

171 

31 
15 
26 
14 
27 
11 
7 
12 
24 
12 

42 

6 

8 
12 
12 
10 
8 
9 
6 
22 
8 

129 

North  Dakota 

1 

1 

South  Dakota 

5 

27 
65 

298 

Nehraaka 

3 

1 

2 

2 
28 

2 
28 

South  Central  aivision 

27 

7 

20 

480 
138 

99 
105 
593 
371 

78 

57 
30 
34 
20 
97 
.'>1 
9 

423 

108 

65 

85 

496 

320 

69 

1 

1 

17 
65 
62 
21 
19 
13 
1 

17 
55 
51 
17 
19 
12 

3 
14 
11 
6 
6 
2 

14 
41 
40 
11 
13 
10 

10 
11 
4 

4 
3 

6 

2 
1 
18 
3 
3 

2 
1 
18 
3 
3 

9 

4 

1 
1 

1 

1 

1,138 

1,138 

236 

902 

180 

169 

56 

113 

11 

11 

26 

12 
122 
76 
22 
44 
11 
15 
63 
102 
645 

26 

12 

122 

76 

22 

44 

11 

15 

63 

102 

645 

1 

25 
12 
95 
56 
21 
.37 
10 
15 
49 
80 
502 

27 
20 

1 
7 
1 

19 
33 

19 
33 

15 
10 

4 
23 

New  Mexico 

Utah 

50 

50 

6 

44 

Kevada... 

Idaho  

Washington 

14 
22 
143 

15 

8 

55 

15 

8 

44 

7 
5 
13 

8 
3 
31 

Oregon 

California 

all 

11 

Alaska 



a  Chinese. 


INSTITUTIONS. 


Ill 


Tasix  1*.— school  enrollment,  CENSUS  OF  1890:   DENOMINATIONAL  SCHOOLS,  INCLUDING  PAROCHIAL 

SCHOOLS— Continned. 

TEACHERS— CoBtinned. 


r--.r^'  ■■-■■■-■           .    -            ,    ■     ^ 1- 

LUTHBBAN. 

MITHOUIST  EPISCOPAL. 

STATE8  AUD  TBBBITOBIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

Total. 
3,518 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  United  States . . . 

3,523 

2,972 

546 

5 

3 

2 

3,026 

2,819 

1,650 

1,169 

207 

113 

94 

"Wnrth  Atlantic  division 

378 

378 

258 

120 

519 

27 

9 

25 

161 
12 
23 

124 
44 
94 

512 

519 

357 

182 

27 

9 

25 

161 
12 
23 

124 
44 
94 

413 

14 

4 

13 

129 

4 

23 

79 

26 

65 

13 
5 
12 
32 
8 

New  Hampshire 

1 

1 

1 

« 

2 

1 

12 

193 

18 

151 

156 

2 

1 

12 

193 

18 

151 

153 

2 

1 

4 
62 

5 
48 

58 

( 

8 
131 
13 
103 

95 

45 
18 
29 

i _.. 

South  Atlantic  division 

3 

1 

2 

202               211 

99 

53 

48 

8 
67 

8 
56 

4                   4 

43 

1 
45 

4 
42 
19 

43 
1 

45 
4 

39 

19 

23 

1 
27 

3 
27 
13 

20 

32 

23 

12 

9 

3 

Virerinia 

18 

1 
12 
6 

82 
10 

127 
90 

148 
1             20 

790 

132 
93 

214 
45 
17 
28 
87 
99 

82 

10 
100 

31 
112 

15 

779 

121 
93 

214 
45 
17 
23 
87 
99 

41 
4 

37 
21 

58 
5 

538 

41 
6 
63 
10 
54 
10 

241 

West  "Virdnia 

North  Carolina 

3 

1 

2 

27 

19 

36 

5 

11 

14 

11 

16 

3 

7 

13 

8 

20 

Florida                        .   - 

2 

2,884 

167 
148 
494 
233 
494 
515 
256 
171 
59 
66 
170 
111 

76 

2 

2,884 

167 
148 
494 
233 
494 
515 
256 
171 
.59 
66 
170 
111 

74 

1 
2,532 

1 
352 

2 

4 

Ohio 

157 
137 
439 

208 

424 

449 

221 

153 

52 

57 

148 

87 

65 

10 
11 

.55 
25 
70 
00 
35 
18 
7 
9 
22 
24 

9 

^ 

81 
i              ^2 
167 
31 
10 
17 
52 
51 

40 
21 
47 
14 
7 
6 
35 
48 

11 

7 

4 

niinoia    

North  Dakota 

Sonth  Dakota 

12 
23 
45 

898 

12 
23 
45 

790 

6  1               6 
14  ;               9 

37 
365 

8 
434 

South  fJentral  division 

2 

2 

97 

53 

44 

5 
8 
4 

:! 

17 
29 
10 

5 
8 
4 
3 
16 
29 
9 

5 
6 

4 

2 

14 

27 

7 

72 
363 
83 
79 
77 
139 
82 
1 

309 

72 

332 

75 

69 

49 

126 

76 

1 

309 

'               26  '               46 

2 

180 
23 
20 
26 
55 

1.52 
.52 
49 
23 
70 

31 
8 
10 
28 
14 
6 

16 

4 
6 

15 

i!l 

4 

1 
2 
2 
2 

4 

1 

1 

15           i;i 

K                  fi 

Arkansas 

1 

1 

35  ;             41 

4  1              2 

1 
121 

1 

29 

29 

22 

7 

188 

] 

5 
1 

5 
1 

5 

79 

29 

2 

31 

79 

29 

2 

31 

62                 17 

1 

11 

18 

2 

27 

Utah 

5 

5 

3 

2 

* 

Idaho 



3 

4 

11 

3 

4 
11 

3 
3 

8 



28 
39 
101 

28 

39 

101 

17 
27 

11 
12 

1 
3 

67                 34 

! 



112 


EDUCATION. 


Table  17.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:   DENOMINATIONAL  SCHOOLS,  INCLUDING  PAROCHIAL 

SCHOOLS— Continued. 

TEACHERS— Continned. 


I 

1 

PRESBYTERIAN. 

PROTESTANT  EPISCOPAL. 

ALL  OTHERS. 

STATES  AND  TEERI- 
TOBIES. 

Ag- 
gre- 
gate. 

White. 

Colored. 

Ag- 
gre- 
gate. 

Whit*. 

Colored. 

Ag- 
gre- 
gate. 

White.           1 

1 

Colored. 

1 

TotaL 

MaJe. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 
20 

Fe- 
male. 

The  United  States.. 

1,793 

1,655 

866 

789 

138 

60 

88 

1,614 

1,527 

690 

837 

87 

31 

56 

2.544 

2,503 

1,591 

912 

41 

21 

North  Atlantic  divifiion 

258 

258 

175 

83 

678 

678 

857 

321 

863 

848 

425 

423 

15 

5 

10 

Maine          

14 
4 
12 
69 
17 

14 
4 
12 
09 

17 

6 

1 

4 

47 

9 

8 
3 

8 
22 
8 

31 

14 
36 

14 
36 

27 

6 

33 

4 
8 
3 

1 

1 

1 



83 
319 

30 
165 

261 

83 
31B 

30 
166 

181 

50 

33 

84 
46 
127 

372 

84 
46 
127 

251 

52 
29 
93 

99 

32 

17 
34 

152 

148  1     171 

2  1       28 
91         74 

150 

78 

519 

168 

160 

78 

504 

161 

79 

41 

238 

63 

71 

37 

266 

98 

New  Jersey 

Pennsylvania 

South  Atlantic  division 

16 
5 

5 
3 

10 

121 

42 

79 

61 

120 

80 

27 

S3 

2 

1 
!>0 

6 
101 

1 
68 
10 
18 

6 

:i59 

1 
41 

4 
68 

13 
25 

1 

28 

4 

43 

13 
38 

9 
11 
17 
68 

6 

13 
38 

9 
11 
17 
67 

2 

4 
10 

2 

6 
14 
24 

2 

9 

28 
7 
5 
3 

43 

14 

13 

6 

7 

1 

1 

9 
2 

33 
1 
19 

7 
9 

1 

9 

10 
3 
4 

8 
2 
24 
1 
9 
4 
5 

Bistrictof  Columbia 

Virpi'ni"' 

72 

54 

18 

36 

18 

4 

14 

North  Carolina 

South  Carolina 

146 

123 

13 

4 

627 

122 
41 

141 
24 
10 

101 

79 

4 

3r> 

38 
2 

66 

41 
2 

45 

44 

9 

4  ■ 

18 
14 

27 
30 

K 

49 
3 
9 
6 

356 

17 
1 

32 
2 

A  1 

1 
4 

3 

1 

1 

Florida 

2          2 

1   i         5 

\m     199 

4 

1,107 

190 

111 

184 

73 

54 

21 

169 

148 

1 

2 

45 
109 

176 

4 
1,107 

1 
869 

3 
238 

627 

122 
41 

141 
24 
10 
16 
35 

128 

5 

32 

21 

52 

316 

385 

242 

3 

2 

1 



Ohio                   ...   . 

71 

29 

120 

10 

7 

9 

28 

56 

2 

16 

11 

51 
12 

21 

14 

3 

7 

7 

72 

3 

61 
22 
41 
9 
30 
53 
34 
32 

61 
22 
38 
9 
30 
53 
34 
32 

29 
6 
16 

32 
18 

<K>. 

190 
111 

184 

73 

54 

21 

169 

148 

1 

2 

4r, 

109 
154 

143 

47 

1 

77         34 

Illinois 

1 

3 

2 

1 

161 

55 
50. 
21 
133 
102 
1 
2 

39 
85 

85 

23 

18 

4 

2          7 

! 

18 
33 

12 

90 

1A 

i' 

19         15 
11         21 

36 
46 

North  Dakota                   ^ 

South  DakntA 

32 
21 
52 

333 

97 
129 
20 
25 
12 
28 
20 
2 

203 
12 

16 

32 
13 
32 

144 

32 
13 
32 

140 

8         24 
3         10 
12          20 

in 

6 
24 

69 

26         26 

156       160 

46         49 

70         51 
2         16 

11  j       14 
4  1        8 

South  Central  division. 

17 

8 

9 

55 

86 

4 

2 

2 

21 

12 

9 

Kentucky 

95 
121 
18 
25 
12 
24 
19 
2 

203 

2 
2 

2 

21 

72 

■     21 

'       5 

6 

17 

2 

18 

72 

20 

5 

6 

17 

2 

5 
36 

10 

1 
1 

2 

13 
36 
10 
4 
5 
17 

3 

1 

2 

60 
55 
2 
4 
8 
38 
10 

CO 

35 

2 

3 

8 

36 

10 

31 
19 
2 
1 
5 
21 
6 

29 
IB 

3 
2 

5 
J 

20 

12 

8 

1 

1 

Mississippi 

2 

3 

15 

4 

1 

1 

i 

14 

8 

1 

51 

10 
11 
1 

152 

1 

4 
1 

1 

1 

4 

i 

i 

172 

172 

60 

112 

233 

233 

149 

84 

12 

7 

!        5 

3 

1 

24 

3 

1 

24 

1 

1 
8 

2 

17 

62 

8 

63 

17 

62 

8 

63 

8 
9 
3 
4 

9 
53 

5 
69 

16 

3 
80 

3 
80 

3 
52 

21 
8 

i      21 
8 

1 

20 
8 

28 

Idaho 

4 
16 

5 
16 

4 
16 

5 
16 

7 
3 
10 

4 
9 
2 
6 

13 
3 
28 
52 
54 

18 

3 
28 
52 
54 

6 

3 

'i 

36 

7 

WashingtoD 

36 
30 
49 

36 
30 
49 

12 
15 

22 

1 

24 
15 
27 

10 
20 
19 

Alaska 

1 

1 

INSTITUTIONS. 


113 


Table  IT.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:   DENOMINATIONAL  SCHOOLS,  INCLUDING  PAEOCHIAL 

SCHOOLS— Continued. 

STUDENTS  AND  PUPILS. 


STATES  AND  TKBRITORIES. 


The  United  States  . 


Nortb  Atlantic  division  . 


Maine 

New  Hampshire  - 

Vermont 

Massachusetts. . . 

Rhode  Island 

Connecticnt 

New  Tork 

New  Jersey 

Pennsylvania 


South  Atlantic  division. 


Delaware 

Maryland 

District  of  Columhia  . 

Virginia 

West  Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 


North  Central  division  . 


Ohio 

Indiana 

Illinois 

Michigan 

"Wisconsin 

Minnesota 

Iowa 

Missouri 

North  Dakota . 
South  Dakota . 

Nebraska 

Kansas 


South  Central  division  . 


Kentucky . . . 
Tennessee . . 

Alabama 

Mississippi . 
Louisiana... 

Texas 

Arkansas . . . 
Oklahoma  .. 


Western  division 


Montana 

Wyoming 

Colorado 

New  Mexico  . 

Arizona 

Utah 

Nevada  

Idaho 

Washington  . 

Oregon 

California 

Alaska 


ALL  DENOMINATIONS. 


Aggregate. 


01,085,744 


370, 871 


6,680 
9,021 
5,671 

47,  330 
8,790 

18,424 
139,  707 

39,  674 

95,  574 

82,823 


2,220 
19,426 

6,080 
10,297 

2.880 
14,550 
10,504 
13,289 

3,577 

476, 759 


80,055 
34,347 
95,  210 
44,388 
70,  321 
38,  827 
32, 749 
47,  072 
2,427 
3,866 
12,  241 
15,256 

99,335 


22,308 

20,103 

8,573 

6,641 

19,  266 

15,900 

6,416 

128 

55,956 


022 

331 

572 

531 

012 

920 

456 

091  j 

630 

147 

366 

878 


White. 


Total. 


1, 033, 424 


a  Includes  1,042  Chinamen,  all  in  California;  711  Indians :  18  Japanese 
ED 8 


369, 703 


6,674 
9,020 
!>,  671 

47, 303 
8,781 

18,  418 
139,  655 

39,647 

94,.'>34 

54,322 


2,220 
18, 162 
5,178 
6,637 
2,  845 
8. 341 
2,956 
5, 647 
2, 336 

475, 537 


79, 699 
34, 307 
95,  023 
44,372 
70,306 
38,  822 
32,  743 
46,  915 
2,357 
3,863 
12,  085 
15,045 

79, 861 


21,083 

15, 692 

4,722 

4,580 

15,015 

13,  982 

4,659 

1,28 

54,001 


1,021 

331 

5,572 

5,493 

1,011 

10,920 

456 

1,091 

3,628 

4,146 

20,309 

23 


Male.  Female. 


501,311 


177,251 


2,910 
4, 742 
2, 698 
19,468 
4,181 
9,741 
68,384 
19,  657 
45,  470 

25,212 


1,078 
8,852 
2,663 
2,710 
1,314 
3,968 
1,529 
2,257 
841 

237,940 


39,  924 
17, 378 
48, 470 
21,  8(X) 
35,494 
19,  .WO 
15,999 
22,854 
1,174 
1,898 

5,76:j 

7,686 
36,690 


10,192 
7,872 
1,888 
1,716 
0,8;i5 
5,  958 
2,164 
65 

24,218 


379 

104 
2,411 
2,729 

352 

5,627 

97 

462 

1.750 

1,843 

8.451 

13 


532,113 


192, 452 


3,764 
4,278 
2,973 
27,  835 
4,600 
8,677 
71,271 
19,990 
49,064 

29,110 


1,142 
9,310 
2,515 
3,927 
1,531 
•4, 373 
1,427 
3,390 
1,495 

237,  597 


39, 775 

10, 929 

46,553 

22,  .572 

34,  812 

19,3221 

16,  744 

24,061 

1,183 

1,965 

6,322 

7,359 

43, 171 


Colored. 


10,891 
7,820 
2,834 
2,864 
8,180 
8,024 
2,495 
63 

29,  783 


642 

227 

3,161 

2,764 

659 

5,293 

359 

629 

1,878 

2,303 

11,858 

10 


Total.         Male.      Female. 


52,320 


27 

9 

6 

52 

27 

1,040 

28,501 


1,264 
902 
3,660 
,35 
6,209 
7,548 
7,642 
1,241 

1,222 


356 

40 

187 

16 

15 

5 

6 

157 

70 

3 

156 

211 

19,474 


1,955 


38 
1 


25,027 


25 
5 

6  i 
29  i 
20 
596 

13,359 


6  Native. 


615 

549 

1,608 

10 

2,827 

3,963 

3,195 

592 


192 

22 

103 

13 


53 
42 
1 
89 
129 


8,780 


544 
2, 132 
1,703 

953 
1,942 

664 

842 


2 

1 

1 

1 

1,057 

i        1,050 

A855 

460 

27,293 


482 


23 

7 

444 

15, 142 


649 

353 

2,052 

25 

3,382 

3,585 

4,447 

649 

562 


164 

18 

84 

3 

8 

1 

104 
28 
2 
67 

82 

10, 694 


681 
2,279 
2,148 
1,108 
2,309 
1,254 

915 


413 


10 


7 
,395 


114 


EDUCATION. 


Tablk  1».— school  enrollment.  CENSUS  OF  1890:  DENOMINATIONAL  SCHOOLS,  INCLUDING  PAROCHIAL 

SCHOOLS— Continued. 

STUDENTS  AND  PTTPILS-Continned. 


BAPTIST. 

CATHOLIC. 

STATKS  AND  TKHRITOEIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

Total. 

Male. 

/ 

Fe- 
male. 

Total. 
5,021 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male.. 

Fe- 
male. 

The  United  States... 

29,869 

24,848 

13,484 

11,364 

2,252 

2,769 

701,966 

695,248 

323, 215 

372,  033 

6,718 

2,753 

3,965 

North  Atlantic  division  . . . 

6,206 

6,193 

3,880 

2,313 

13 



3 

1 

13 

313,590 

4,202 
7,653 
4,324 

43,  866 
7,940 

15,291 
119,053 

35,320 

75,941 

32,395 

313, 258 

144,209 

169,049 

332 

164 

168 

1,060 
322 
477 
204 
285 
127 

1,991 
380 

1,360 

8,691 

1,057 
321  I 
477 
197 
285 
126 
-  1,990 
380 
1,360 

6,148 

673 
177 
244 
194 
285 
70 
1,260 
240 
737 

3,226 

384 
144 
233 

3 
1 

4,199 
7,653 
4,324 

43,866 
7,937 

15,  291 
119,  005 

35,  305 

75,  678 

30, 211 

1,322 

3,789 

1,972 

16,968 

3,631 

7,280 

57, 145 

17,  075 

35,  027 

13, 873 

2,877 

3,864 

2,352 

26.898 

4,306 

8,011 

61,860 

18,230 

40,651 

1 
16,338 

3 

1 

2 

New  Hampshire 

Massachusetts 

7 

7 

3 

1 

2 

Connecticut 

56 
730 
140 
623 

2,922 

1 
1 

1 
1 

New  York 

48 

15 

263 

2,184 

28 

8 

126 

923 

20 

New  Jersey 

137 

South  Atlantic  division 

2,543 

1,035 

1,508 

1,261 

Delaware 

1,805 

16, 210 

4,552 

2,681 

2,140 

525 

794 

1,758 

1,930 

278,825 

60,818 

21,251 

56,688 

27,  658 

39,  539 

16,  261 

15,  808 

28,385 

345 

870 

4,427 

6,775 

47,  312 

1,805 

15,  486 

4,240 

2,297 

2,140 

347 

674 

1,597 

1,625 

278, 361 

60,726 

21,  249 

.56,  583 

27,656 

39,532 

16,257 

15,  806 

28,233 

345 

868 

4,426 

6,680 

43,  589 

839 
7,780 
1,899 
873 
930 
199 
260 
.545 
548 

133,906 

966 
7,706 
2,341 
1,424 
1,210 
148 
414 
1,0.52 
1,077 

144,455 

724 
312 
384 

336 
112 
155 

388 

District  of  Columbia  . . 

773 

1,338 

98 

2,433 

805 
2,880 

364 

5,540 

610 
1,185 

98  1 
1,736 

602 
1,671 

246 

5,530 

577 

49r 

S9 
914 

442 
685 

78 

2,941 

33 
694 

59 
822 
160 
986 
168 

2,589 

163 
153 

105 
65 

58 

88 

200 
229 

West  Virginia 

North  Carolina 

South  Carolina 

697 

203 

1,209 

118 

10 

386 

100 

325 

54 

9 

311 
103 

884 
64 

1 

178 
12J 
161 
305 

464 

105 
2 
7 
4 
2 

152 

86 
.52 
58 
124 

202 

92 

68 

Florida 

181 

North  Central  division 

262 

Ohio 

512 
372 
996 
678 

•  498 
171 
421 

1,344 

508 
369 
995 
676 
498 
171 
421 
1,344 

278 
177 
586 
414 
256 
62 
258 
611 

230 
192 
409 
262 
242 
109 
163 
733 

4 
3 

1 

4 
3 
1 

29,  676 

10,321 

27, 140 

13,  208 

19,568 

7,681 

7,023 

13,533 

120 

375 

1,984 

3,277 

19,488 

31,050 

10,  928 

29,443 

14,448 

19,964 

8,576 

8,783 

14,700 

225 

493 

2,442 

3,403 

24,101 

47 
1 

.76 
1 
1 
3 
1 

50 

45 

49 

Michigan 

1 

6 

1 

1 

Missouri     

102 

North  Daltota 

South  Dakota 

95 

95 

60 

35 

2 

1 
95 

3,723 

450 
250 
120 
268 
1,648 
603 
384 

1 
41 

1,454 

2 

Nebraska 

455 
8,967 

453 
6,513 

239 
3,203 

214 
3,310 

2 
2,454 

1 
1,194 

1 
1,260 

54 

South  Central  division 

2,269 

1,668 
5,606 
1,581 
1,272 

861 
1,.399 

580 

1,500 
1,  353 
717 
1,011 
476 
991 
465 

915 

706 
248 
329 
2,54 
501 
250 

585 
647 
469 
682 
222 
490 
215 

168 
253 
864 
261 
385 
408 
115 

89 
145 
381 
114 
224 
176 

85 

79 
108 
483 
147 
161 
232 

50 

15,  431 
3,167 
1,873 
2.358 

14,303 
7,976 
2,204 

T4,981 
2,917 
1,753 
2,090 

12,655 
7,373 
1,820 

7,042 

1,316 

846 

927 

5,629 

2,  940 

788 

7,939 
1,601 
907 
1,163 
7,026 
4,433 
1,  032 

212 

loo 

57 
110 
638 
193 
144 

238 

Tennessee 

\^M) 

Alabama 

63 

Mississippi 

158 

1,010 
410 

Texas 

Arkansas 

240 

Western  division 

465 

464 

234 

230 

1 

1 



29,844 

29,829 

11,  739 

18,090 

15 

10 

5 

T^ontflTia 

1 

858 

325 

3,770 

2,039 

753 

817 

378 

202 

1,572 

2,066 

17,064 

858 

325 

3,770 

2,032 

752 

817 

378 

202 

1,570 

2,066 

17,059 

315 

103 

1,551 

926 

253 

334 

95 

,35 

582 

714 

f    6.831 

543 

222 

2,219 

1,106 

499 

483 

283 

167 

988 

1,352 

10,228 

Wyoming 

1 

7 

!        1 

;             7 
1 

Arizona 

Utah 

Idaho 

i 

t 

Washington 

155 

87 

223 

155 
86 
223 

79 
44 
111 

76 
42 
112 

2 

1 

1 

Oregon  

1 

1 

California 

!            5 

1 

4 

Alaska 

INSTITUTIONS. 


115 


Table  1».— SCHOOL  ENROLLMENT,  CENSUIS  OF  1890:  DENOMINATIONAL  SCHOOLS,  INCLUDING  PAROCHIAL 

SCHOOLS-  Continued. 

STUDENTS  AND  PUPILS— Continued. 


CONOBEGATIONAL.                                              , 

LUTHERAN. 

STATES   ANU  TEBHITOHIKS. 

Aggrc. 
gate. 

■White. 

Colored. 

Aggre- 
gate. 

■White. 

Colored. 

Total. 
1 
1      15, 171 

Male. 

Fe- 
male. 

1  Total 

Male. 

Fe. 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

TheUnital  States.. 

27,453 
3,103 

299 
394 

.54 
786 

20 
1,550 

9,421 

5,750 

12,282 

8,081 

6,201 

151,651 

150,989 

78, 310 

72,679 

662 

322 

340 

!North  Atlantic  division  ... 

3,086 

299 

394 

54 

780 
14 

1,545 

j 

2,910 

176 

17 

15 

2 

15,086 

15,086 

8,133 

6,953 

Maine 

299 

323 

46 

726 

7 

'         1,509 

Kew  Hampshire 

71 
8 

54 
7 

36 

40 

40 

24 

16 

6 
6 
5 

6 

4 
5 

2 

93 

30 

553 

8,620 

802 

4,948 

3.208 

93 

30 

553 

8,620 

802. 

4,948 

3,105 

40 

15 

277 

4,538 

451 

2,788 

1,432 

53 

15 

276 

4,082 

351 

2,160 

1,673 

New  York 

New  Jeraev 

1 

! 

i 

i 

South  Atlantic  division. . . . 

5,529 

406 

1            180 

226 

1 

5,123 

2,280 

2,843 

103 

38 

65 

1 

1 

983 
53 
.563 
130 
1,058 
383 

983 
53 
563 
130 
955 
383 

381 
27 

282 
56 

491 

175 

602 
26 

281 
74 

464 

208 

District  of  Columhia. . . 

365 

30 

33 

3 

329 

282 

47 

Virginia 

"West  Virginia 

1 

North  Carolina 

South  Carolina 

1,268 
649 

3,062 
185 

6,644 

260 

91 

169 

1,008 

649 

3,052 

85 

320 

390 

315 

1,249 

44 

185 

618 

334 

1,803 

41 

135 

103 

38 

65 

Georgia 

10 
100 

6,324 

6 
50 

3,574 

4 
50 

2,750 

Florida 

38 
129,106 

88 
129,  095 

20 
66,830 

18 
62,  265 

North  (^'entral  division 

11 

8 

3 

Ohio 

1.887 

1,811 

949 

862 

76 

37 

39 

8,K!7 

7,993 

25,230 

11,704 

26,828 

20,  040 

9,101 

7,312 

1,  835 

1,729 

5,318 

3,379 

3,556 

188 
214 
124 
123 
1,208 
1,265 
434 

8,636 

7,993 

25,230 

11,  703 

26,  824 

20,  040 

9,101 

7,307 

1,835 

1,729 

5,318 

3,  379 

3,008 

4,567 

4,096 

13, 193 

5,967 

13,610 

10,479 

4,689 

3,832 

993 

921 

2,719 

1,764 

1,553 

4,069 
3,897 

12,037 
5,736 

13,214 
9,561 
4,412 
3,475 
842 
808 
2,599 
1,615 

1,455 

1 

1 

Indiana 

niinois 

565 
330 
550 
390 
792 
449 
185 
287 
811 
398 

7,035 

553 
327 
547 
390 
790 
449 
115 
286 
660 
396 

1,268 

459 
161 
425 
178 
438 
261 
32 
122 
303 
246 

605 

94 
166 
122 
212 
352 
188 

83 
164 
357 
150 

12 
3 
3 

7 
3 
3 

5 

1 
4 

1 

3 

Minnesota 

Iowa 

2 

2 

5 

3 

9. 

North  Dakota 

70 

1 

151 

2 

5,767 

340 

1,345 

2,  427 

868 

550 

220 

17 

42 

1 

88 

2 

2,549 

28 
63 

3,218 

South  Dakota 

Nebraska 

1 

Kansas 

! 

South  C^entral  division 

548 

276             272 

Xentacky 

665 

2,  210 

2,501 

868 

554 

220 

17 

325 

865 

74 

155 

415 

35 

170 

450 

39 

109 

557 

1,049 

463 

280 

85 

6 

231 
788 
1,378 
405 
270 
135 
11 

188 
214 
124 
123 
746 
1,265 
348 

91 
114 
61 
60 
403 
650 
174 

97 
100 
63 
63 
343 
815 
174 

Tennessee 

Alabama 

Mississippi 

Louisiana 

4 

4 

462 

239 

223 

Texas 

Arkansas 

86 

1 
37  !           49 

5,142 

4,087 

2,152 

1,935 

1,055 

1,052 

3 

695 

695 

362 

333 

i 

! 

Montana 

1 

"Wyoming 

i    - 

212 
1,032 

212 
1,027 

126 
570 

86 
457 

101 
24 

101 
24 

50 
17 

51 

7 

1 

New  Mexico 

5 

5 

ii           i.. ..:... 

Arizona 

Utah 

2,169 

2,169 

1,073 

1,096 

43 

43 

23 

20 

Nevada 

Idaho 

1 

Washington 

288 

142 

1,319 

268 
142 
269 

134 

75 

174 

134 
67 
95 

120 

66 

341 

120 

66 

341 

69 

28 

175 

51 
38 
166 

Oregon  

<»1,050 

1,047 

3 

-■ 

Alaska 

1 

i 

a  Mostly  Chinese. 


116 


EDUCATION. 


Table  IT.— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:  DENOMINATIONAL  SCHOOLS,  INCLUDING  PAROCHIAL 

SCHOOLS— Continiied. 

STUDENTS  AND  PUPILS— Continued. 


METHODIST. 

PRESBYTERIAN. 

STATES   AND  TEBBITORIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White. 

Colored 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  United  States . . . 

58,546 

49,103 

24,744 

24,359 

9,443 

4,859 

4,584 

37.965 

26,358 

14,265 
2,368 

12,093 

11,607 

5,595 

6,012 

North  Atlantic  division 

8,336 

8,316 

861 
224 
539 

1,446 
289 
233 

2,311 
743 

1,670 

6,596 

4,491 

3,825 

372 
116 
259 
570 
149 
21 
1,189 
322 
827 

3,797 

20 

17 

3 

3,770 

3,363 

1,195 

207 

207 

Maine 

861 
224 
539 

1.459 
289 
233 

2,312 
747 

1,072 

11,311 

489 
108 
280 
876 
140 
212 
1,122 
421 
843 

2,799 

New  Hampshire 

Vermont 

Massachusetts 

13 

11 

2 

76 

76 

33 

43 

Connecticut 

New  York 

1 
4 
2 

4,715 

4 

2 

2,534 

1 





2,181 

848 

829 

2,017 

12,  713 

848 

827 

1,812 

3,182 

616 

552 

1,167 

1,235 

232 
275 
645 

1,947 

New  Jersey 

2 
205 

9,531 

2 
205 

4,  .526 

P-^nnaylvania 

South  Atlantic  division  . . . 

5,005 

Delaware 

1,37 
738 

137 
525 

77 
144 

60 
381 

1 

IVfnryland 

213 

127 

86 

247 

149 

78 

71 

98 

49 

49 

DistriitoC  Columbia  .. 

1,117 
202 
2,430 
1,843 
4,191 
653 

15, 052 

2,940 

1,271 

3,554 

845 

536 

448 

2,265 

1,936 

1,117 
202 

1,849 
396 

2,248 
122 

14,858 

452 
90 
764 
256 
955 
61 

8,803 

665 
112 

1,085 
140 

1,293 
61 

6,055 

2,385 

681 

283 

398 

1,704 

:         749 

955 

West  Virginia 

•Wl 
1.447 
1,943 

531 

194 

227 
975 
933 
272 

107 

354 

472 

1,010 

259 

87 

4,127 

5,138 

679 

137 

9,000 

1,589 
783 

550 
324 

1,039 
439 

2,  538 

4,  375 

679 

137 

110 

1, 193 

2, 145 

324 

66 

83 

1,345 

2.  230 

355 

South  Ciiroliiia 

Georsia 

riorida 

71 

North  (Jcntral  divisi<ni 

8,890 

5  076 

3,814 

27 

Ohio 

2,762 

1,265 

3,553 

841 

535 

448 

2,285 

1,936 

1,621 
911 

2,270 
461 
279 
260 

1,358 
922 

1,141 

.354 
1,283 
380 
256 
182 
907 
1,014 

178 
6 
1 
4 

1 

98 
3 
1 

4 

80 
3 



1 

1,443 
524 

1,992 
288 
255 
139 
689 

2,018 

39 

331 

395 

887 

7,577 

1,443 

524 

1,991 

288 

255 

139 

689 

2,018 

39 

331 

395 

778 

5,819 

1,424 
2,835 
238 
358 
189 
398 
309 
68 

4.904 

808 

383 

1,602 

90 
142 

92 
364 
880 

17 
174 
176 
348 

3,184 

635 
141 
389 
198 
113 

47 

325 

1,138 

22 
157 
219 
430 

2,633 

Indiana 

1 

1 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North  Daliota 

South  Dakota 

182 
291 

784 

18,421 

182 
288 
783 

13, 933 

91 
149 
475 

5,866 

91 
139 

308 

8,067 

Nebraska 

3 

1 

4,488 

1 
2,185 

3 
2,303 

109 
1,758 

82 
778 

27 
980 

South  Central  division 

Kentucky 

1,175 
6,838 
1,852 
1,550 
1,710 
3,087 
2,149 
60 

5,426 

1,175 

5,358 

1,526 

948 

560 

2,611 

1,695 

60 

5,400 

466 

2,467 

559 

222 

298 

1.073 

754 

27 

2,785 

709 

2,  891 

967 

726 

262 

1,538 

941 

33 

2,615 

1,521 
3,688 
267 
358 
245 
609 
821 
68 

4,905 

748 
1,732 

676 
1,103 
238 
185 
145 
125 
133 
30 

2,502 

97 

853 

29 

53 

413 

29 

44 

1,480 
326 
602 

1,150 
476 
454 

804 
152 
230 
533 
210 
256 

676 
174 
372 
617 
286 
198 

440 

Alabama 

Mississippi 

173 

44 

273 

176 

38 

2,402 

Louisiana 

Texas 

56 
211 

512 

28 

255 

28 
211 

2,57 

Arkansas 

Oklahoma 

26 

16 

10 

1 
1 

1 
1 

Montana 

130 

129 

50 

79 

Wvoming 

Colorado 

951 

762 

67 

1,033 

951 

736 

67 

1,033 

511 
353 

440 

383 

67 

485 

234 

1,674 

79 

2,016 

234 

1,674 

79 

2,016 

110 

863 

40 

988 

124 

811 

39 

1,028 

New  Mexico   

26 

16 

10 

Arizona 

Utah 

548 

Nevada 

Idaho 

193 
306 
121 
152 

193 
306 
121 
152 

94 
120 

57 
80 

99 

186 
64 

72 

Washington 

703 

548 

1,362 

703 

.'>48 

1,362 

386 
333 
654 

317 
215 
708 

Oregon  

1 

California 

1 

Alaska 

INSTITUTIONS. 


117 


Table  1».— SCHOOL  ENROLLMENT,  CENSUS  OF  1890:   DENOMINATIONAL  SCHOOLS,  INCLUDING  PAROCHIAL 

SCHOOLS— Contiuned. 

STUDENT.S  AND  PDPILS— Continuert. 


PROTESTANT  EPISCOPAL. 

ALL  OTHERS,  (a) 

STATES  AND  TERRITORIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  United  States  . . . 

21,650 

17,219 

8,3.16 

8,883 

4,431 

2,085 

2,346 

56, 644 

54,488 

29,536 

24,952 

2,156 

1.080 

1,076 

North  Atlantic  division 

7,513 

7,506 

4,201 

3,305 

7 

4 

3 

13,267 

258 
53 
201 
580 
226 

12,695 

7,059 

5,636 

672 

266 

306 

258 
53 
201 
579 
226 

127 
23 
114 
375 
103 

131 

30 

87 

204 

123 

1 

New  Hampshire 

336 

76 
266 

335 
76 
266 

298 
42 
256 

37 
34 
10 

Massachusetts     

1 

1 

Connecticut 

670 
3,736 

424 
2,006 

6,302 

670 
3,734 

422 
2,003 

2,-19» 

393 
1,886 

141 
1,185 

870 

277 

1,848 

281 

818 

1,329 

New  York 

2 
2 
3 

4,103 

2 
2 

1,929 

2 

1 

2,174 

3,147 
1,172 
7,  RIO 

2,674 

3,147 
1,168 
7,  063 

2,475 

1,817 

777 

3,723 

1,597 

1,330 

391 

3,340 

878 

4 
567 

199 

4 

261 

94 

306 

South  Atlantic  division 

105 

Delaware 

8 

8oe 

179 

1,963 

33 

1,751 

712 

719 

135 

3,419 

8 

571 

81 

544 

4 

238 

25 

177 

4 

333 

50 

367 

270 
448 
158 
250 
275 
958 
180 

270 
448 
158 
250 
275 
869 
70 

158 
231 
102 
152 
199 
660 
40 

112 
217 
56 
98 
76 
209 
30 

Maryland 

229 

98 

1,419 

35 

1,015 

644 

698 

65 

66 

103 

50 

639 

10 

460 

329 

306 

32 

36 

126 

48 

780 

25 

555 

315 

292 

33 

30 

District  of  Columbia. . . 

West  Virjsinia 

1 

North  Carolina 

736 

68 

121 

70 

3,353 

299 
32 
66 
29 

1,423 

437 
36 
55 
41 

1,930 

89 
110 

47 
47 

42 
63 

Florida    

135 
29,173 

1,15 

29,126 

3,293 
2,745 
5,751 
2,791 
1,786 

893 

3,347 

5,366 

23 

61 

882 
2,188 

3,661 

55 

15,387 

1,835 

1,437 

3,120 

1,449 

970 

430 

1,696 

2,712 

12 

34 

432 

1.260 

1,936 

80 
13,739 

1 

North  Central  division 

47 

30 

17 

Ohio 

520 
162 
432 
90 
329 
485 
324 
262 

520 
162 
367 
90 
329 
484 
324 
262 

190 
53 
100 
50 
244 
312 
173 
103 

330 
109 
267 
40 
85 
172 
151 
159 

3,298 
2,774 
5,753 
2,797 
1,786 

893 

3,349 

5,366 

23 

61 

883 
2,190 

4,142 

1,244 

1,147 

'  53 

62 

293 

1,154 

189 

1,458 

1,308 

2,631 

1,342 

816 

463 

1,651 

2,654 

11 

27 

450 

928 

1,725 

i            ' 
29 

2 

6 

5 
15 
2 
4 

14 

65 

35 

30 

2 

1 

1 

2 

2 

North  Dakota 

South  Dakota 

311 
116 

388 

2,325 

311 
116 
388 

2,070 

121 

190 
116 
311 

1,215 

Nebraska       .   . 

1 
2 

481 

228 

1 

Kansas 

77 
855 

South  Central  division 

255 

116 

139 

253 

416 
1,233 

322 
50 
92 

190 
22 

246 
1,233 

237 
50 
92 

190 
22 

90 

622 

86 

5 
22 

8 
22 

156 
611 

151 
45 
70 

182 

170 

81 

89 

1,244 

917 

53 

685 

500 

53 

559 
417 

230 

113 

117 

85 

35 

50 

62 

36 

26 

293 
1.154 

185 
513 

108 
641 

Arkansas 

189 

79 

110 

Oklahoma 

2,091 

2,091 

987 

1,104 

7,388 

6,531 

3,557 

2,974 

857 

462 

395 

34 

6 

304 

34 

6 

304 

14 

1 
63 

20 

5 

241 

1 

1 

113 
4,283 

113 
4,283 

59 
2,411 

54! 
1,872 

Utah 

559 

78 

.559 
78 

250 

2 

309 
76 

' 

696 

86 

742 

590 

878 

696 

86 

742 

588 

23 

333 

46 

381 

314 

13 

363 

40 

361 

274 

10 

420 
375 
315 

420 
375 
315 

334 
211 
112 

86 
164 
203 

Oregon 

California 

2 
!)855 

2 
460 

Alaska 

395 

i 



a  Columns  "All  others"  analyzed  on  pages  41-43. 


b  Native. 


118 


EDUCATION. 


Table  18.- ENROLLMENT  IN  PAROCHIAL  SCHOOLS,  CENSUS  OF  1890,  AS  DERIVED  FROM  THE  REPORTS  OP  SCHOOLS, 

BY  DENOMINATIONS  AND  STATES  AND  TERRITORIES. 

TEACHERS. 


TEACHERS    IN    ALL    PAROCHIAL    SCHOOLS. 

CATHOLIC. 

GERMAN  EVANGELI- 
CAL. 

STATES  AND  TERRITORIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

White. 

Total. 

I 
Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  United  States 

16, 150 

16,025 

4,442 

11,583 

125 

32 

93 

12,303 

12, 261 

1,354 

10,907 

42 

1 

41 

386 

347 

39 

North  Atlantic  divisiuii 

5,645 

87 

131 

89 

694 

119 

306 

2,180 

622 

1,417 

776 

5,645 

87 

131 

89 

694 

119 

306 

2,180 

622 

1,417 

683 

36 
319 
84 
82 
39 
36 
24 
25 
38 

8,125 

762 

4,883 

5, 176 

87 

130 

89 

691 

118 

292 

1,934 

577 

1,  258 

608 

5,176 

87 

330 

89 

691 

118 

292 

1,934 

577 

1,258 

589 

496 

4,680 

33 

25 

8 

Maine 

10 
12 
1 

39 

4 

14 

420 

59 

203 

127 

77 

119 

88 

655 

115 

292 

1,760 

563 

1,214 

556 

10 

11 

1 

36 

4 

6 

278 

40 

110 

85 

77 

119 

88 

655 

114 

286 

1,656 

537 

1,148 

504 

New  Hampshire 

Vermont 

Massachusetts 

Rhode  Island 

Connecticut 

New  York 

19 

13 

6 

Pennsylvania 

14 

12 

9 

South  Atlantic  division 

93 

26 

67 

19 

1 

18 

Delaware 

36 
334 
86 
105 
40 
54 
30 
39 
46 

8,131 

3 
74 
4 
20 
7 
8 
3 
6 
2 

3,285 

,33 
245 
80 
62 
32 
28 
21 
19 
36 

4,840 

36 
290 
79 
69 
35 
14 
21 
24 
40 

5,083 

36 
284 
79 
69 
35 
13 
19 
20 
34 

5,080 

3 
56 

3 
13 

4 

1 

5 
617 

33 
228 
76 
56 
31 
12 
19 
15 
34 

4,463 

Maryland 

15 

2 

23 

1 

18 

12 

14 

8 

6 

1 

4 

8 
6 
6 

1 

2 

14 
2 
19 

1 

10 

6 

8 

7 

4 

6 

6 

District  of  Columbia 

West  Virginia 

1 
2 
4 
6 

3 

1 

1 
2 
3 
6 

3 

South  Carolina 

Georgia 

Florida 

Nortl)  Central  division 

340 

312 

28 

Ohio 

1,151 
578 

1,614 
765 

1,220 
736 
619 
770 
04 
81 
280 
253 

1,143 

1,151 
578 

1,610 
765 

1,220 
736 
619 
770 
64 
81 
280 
251 

1,117 

284 
213 
649 
266 
509 
424 
252 
296 
51 
56 
173 
112 

208 

867 
365 
961 
499 
711 
312 
367 
474 
13 
25 
107 
139 

909 

996 

409 

1,037 

504 

699 

278 

357 

536 

7 

19 

101 

140 

1,029 

996 

409 

1,036 

.')04 

690 

278 

357 

536 

7 

19 

101 

138 

1,009 

257 
66 
61 
78 
318 
165 
64 

407 

142 
61 

135 
37 
67 
28 
24 
85 

2 
16 
20 

122 

854 

348 

901 

467 

632 

250 

333 

451 

7 

17 

85 

118 

887 

16 

18 
HI 
13 
29 
16 
28 
88 
1 

13 

17 
108 
10 
27 
16 
27 
74 
1 

3 

1 
3 
3 

Indiana 

Illinois 

4 

2 

2 

1 

1 

Michigan 

"Wisconsin 

Minnesota 

Iowa 

1 

Nori  h  Diikota 

South  Daliota 

11 
9 

13 

10 
9 

10 

2 
26 

4 

2 
22 

2 
20 



2 
20 

Bonth  Central  division 

3 

269 
72 
81 
85 
354 
203 
79 

455 

265 
72 
78 
84 
343 
200 
75 

455 

42 
13 
24 
15 
57 
42 
15 

60 

223 
59 
54 
69 
286 
158 
60 

395 

4 

1 

3 

258 
66 
63 
79 
328 
168 
67 

407 

37 
8 
12 
13 
36 
10 
6 

34 

220 
58 
49 
65 
282 
155 
58 

373 

1 

1 

1 

Tennessee 

3 
1 

11 
3 
4 

1 
1 
1 

2 
1 
10 
3 
3 

2 

1 

10 

3 
3 

2 
1 
10 
3 
3 

Louisiana 

6 
6 

5 
5 

1 

Texas 

A  rkansas 

Western  division 

Montana 

10 
5 
57 
13 
11 
19 
5 

10 
5 
57 
13 
11 
19 

1 

8 
2 

1 
1 

9 
5 
49 
11 
10 
18 
5 

7 
5 
52 
13 
11 
12 
5 

5 
52 
13 
11 
12 

5 

3 
2 

1 

7 
5 
49 
11 
10 
12 
5 

Wyoming 

t 

Colorado 

1 

Utah 

1 

Nevada 

Washington 

Oregon 

35 

27 

273 

273 

6 

6 

35 

29 

21 

238 

19 

21  i 

262  1 

1 

19 

21 

262 

1 
27 

19 

20 
235 

1 

1 

California 

j 

1 

i 

1 

INSTITUTIONS. 


119 


Table  18.— ENROLLMENT  IN  PAROCHIAL  SCHOOLS,  CENSUS  OF  1890— Continued. 

TEACHERS— Continued. 


EVANGELICAI.   LUTHERAN. 

PROTESTANT   EPISCOPAL. 

ALL  OTHERS. 

STATES   AND  TERRI- 
TORIES. 

Ag- 
gre- 
gate. 

White.             1            Colored. 

j 

Ag- 
gre- 
gate. 

275 

White. 

Colored. 

Ag- 
gre- 
gate. 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 
5 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 
9 

Male. 

Fe- 
male. 

Thellnitert  States. 

2,991 

2,986 

2,553 

433 

3 

2 

206 

46 

160 

69 

22 

47 

195 

186 

142 

44 

6 

3 

288 

288 

191 

97 

78 

78 

9 

69 

70 

70 

41 

29 

1 

New  Hampshire... 

1 

1 

1 

i 

2 
1 

12 

170 

17 

85 

35 

2 

1 

12 

170 

17 

85 

32 

2 

8 

111 

13 

56 

25 

1 

1 

1 

Kbode  Island 

1 
4 

59 
4 

29 

7 



2 

47 

9 

20 

120 

2 
47 

9 
20 

58 

9 
14 

2 
38 

9 
20 

44 

New  York 

i 

10 
19 
40 

13 

10 
19 
40 

4 

9 

6 

25 

3 

1 
13 
15 

1 

New  Jersiey 

Pennsylvania 

South  Atlantic  division 

1 

3 

1 

2 

62 

1 

18 

44 

9 

6 

3 

Delaware 

18 

1 
5 
4 
5 

18 

1 
5 
4 
2 

14 

1 
5 
3 

1 

4 

26 

6 

31 

I 
33 

9 
12 

2 

28 

17 
4 
8 

4 
2 

13 

4 
6 

9 

2 
23 

1 
14, 

6 

7 

1 

4 

7 
3 
3 

8 
2 
19 
1 

7 
3 

i 

Dist.  of  Columbia. . 

Virginia 

West  Virginia 

1 

1 

3 

1 

2 

19 
3 

5 
2 

25 

5 
1 

1 
1 

7 

14 
2 
4 
1 

18 

2 
6 
3 
2 

106 

2 
2 

1 
2 

1 

South  Carolina 

4 
3 
2 

3 
2 
1 

1 

1 

Florida 

2 
2,574 

2 
2,574 

1 
2,256 

1 
318 

1 

North  Central  division . 

3 

2 

1 

106 

93 

IB 

Ohio 

139 

189 

446 

226 

468 

434 

222 

143 

56 

58 

155 

88 

69 

139 

139 

440 

226 

468 

434 

222 

143 

56 

58 

155 

88 

67 

129 

128 

.395 

201 

399 

374 

190 

134 

50 

51 

135 

70 

61 

10 

11 

51 

25 

69 

60 

32 

9 

6 

7 

20 

18 

6 

5 

8 

5 
5 

1 

1 

4 

4 

7 
12 
22 
16 

5 
10 

3 

7 
12 
22 
16 

5 
10 

3 

6 
10 
18 
14 

5 
10 

3 

1 
2 
4 
2 

Illinois 

3 

2 

1 

Michigan 

AVisooiisiu 

8 
3 
2 

8 
3 
2 

2 

1 
1 

6 

2 

1 

Minnesota 

Iowa 

Missouri 

North  Dakota 

South  Dakota 

2 

2 

1 

1 

2 
13 
16 

4 

2 
13 
16 

4 

2 
12 
13 

3 

Nebraska 

1 

3 

1 

Kansas 

Soutli  Central  division 

2 

2 

28 

5 

2 

14 

5 

24 

12 

12 

4 

2 

2 

5 
3 
4 

1 
17 
29 
10 

25 

5 
3 

4 

1 

16 

29 

9 

25 

5 
3 

4 

1 
14 

-    27 
7 

20 

2 
2 
13 
5 

1 
8 
1 

2 
1 
5 

4 

3 

1 

2 

1 

1 

1 

1 

1 

Mississippi 

2 
2 
2 

5 

1 

1 

Louisiana 

3 

3 

2 

1 

Texas 



Arkansas 

1 

1 

2 

21 

2 
21 

2 

4 

"Western  division 

17 

2 

2 

2 

Montana 

3 

3 

1 

2 

Wyoming 

1 

1 

Colorado 

5 

5 

5 

New  Mexico 

Arizona 

Utah 

2 

2 

1 

1 

5 

5 

5 

Nevada 

Idaho 

1 

Washington 

3 
4 
U 

3 

4 
11 

3 
8 

13 

13 

3         10 

Oregon  

1 
3 

2 

2 

2 

California 

1 

1 

120 


EDUCATION. 


Table  1§.— ENROLLMENT  IN  PAROCHIAL  SCHOOLS,  CENSUS  OF  1890— Continued. 

PUPILS. 


ALL  DENOMINATIONS. 

CATHOLIC. 

STATES  ANO  TERrUTOHIKlS. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  United  States... 

799,602 

788,609 

379,327 

409,282 

10,993 

4,903 

6,090 

626,496 

620, 174 

293,991 

326, 183 

6,322 

2,683 

3,639 

!North  Atlantic  division  . . . 

311,684 

311,348 

144, 862 

166,486 

336 

165 

171 

291,866 

291, 535 

134, 701 

156,  834 

331 

163 

168 

Maine 

4,015 

7,272 
3,759 

42,  572 
7,200 

15, 419 
119,242 

34,577 

77,628 

30,869 

4,012 
7,272 
3,759 

42,572 
7, 197 

15,419 
119, 193 

34,560 

77,364 

2.5,  014 

1,262 

3,679 

1,902 

16,249 

3,344 

7,538 

57, 207 

17, 162 

36,  519 

11,987 

2,750 

3,593 

1,857 

26, 323 

3,853 

7,881 

61,986 

17,398 

40,845 

13,027 

3 

1 

2 

4,015 
7,232 
3,759 

42,  403 
7,170 

14,808 
108, 152 

32,926 

71,401 

24,851 

4,012 
7, 232 
3,759 

42,  403 
7,167 

14,808 
108, 105 

32,  911 

71, 138 

22,783 

1,262 

3,  a"i5 

1,902 

16, 176 

3,329 

7,235 

51, 413 

16,  277 

33,452 

10,884 

2,750 

3,  f>77 

1,857 

26,  227 

3,  838 

7,  573 

56,  692 

16,  634 

37,  686 

11,899 

3 

1 

2 

New  Hampsliire 

3 

1 

2 

3 

1 

2 

49 

17 

264 

5,855 

27 
10 
126 

2,688 

22 

7 
138 

3,167 

47 

15 

263 

2,068 

27 

8 

126 

904 

20 

7 

137 

South  Atlantic  division  .. . 

1,164 

1,711 
14,  823 
3,282 
3,297 
1,750 
1,808 
1,405 
1,237 
1,556 

398,  585 

1,711 

13,  926 

2,872 

1,829  ' 

1,715 

642 

628 

590 

1,101 

398,  047 

839 
6,863 
1,104 
959 
879 
373 
332 
275 
363 

197,258 

872 
7,063 
1,768 
870 
8.36 
269 
296 
315 
738 

200,789 

1,711 

13,484 

3,050 

2,052 

1,585 

308 

610 

683 

1,368 

256, 770 

1,711 

12,816 

2,738 

1,668 

1,585 

130 

490 

582 

1,003 

256,308 

839 

6,330 

1,052 

873 

823 

94 

260 

270 

343 

125,549 

872 

8,486 

1,686 

795 

762 

36 

230 

312 

720 

130,  759 

897 
410 

1,468 
35 

1,166 
777 
647 
455 

538 

433 
162 
676 
10 
503 
372 
336 
196 

244 

464 
248 
792 
25 
663 
405 
311 
259 

294 

668 
312 
384 

330 
112 
155 

338 

District  of  Columbia. . . 
Virginia 

200 
229 

West  Virginia 

Kortli  Carolina 

South  Carolina 

178 
120 
101' 
305 

462 

86 
52 
45 
124 

202 

92 
68 
66 

Florida 

181 

North  Central  division 

260 

Ohio            

65,  698 

27,228 
82,  251 
40,276 

66,  065 
34,400 
23,728 
35,  670 

1,993 
2,316 
9,506 
9,  4.54 

41, 115 

65,606 

27,226 

82, 082 

40,273 

66,  054 

34,  396 

23,  72B 

3.5,513 

1,993 

2,316 

9,504 

9,358 

36,853 

32,  480 
13,686 
41,001 
19,661 
32,  941 

16,  933 
11,523 

17,  674 
1,015 
1,185 
4,582 
4,577 

17,  954 

33, 126 

13,540 

41,  081 

20,612 

33,113 

17,463 

12,  203 

17,  839 

978 

1, 131 

4,922 

4,781 

18,899 

92 

2 

169 

3 

11 

4 

2 

157 

47 
1 

90 
2 
4 
3 
1 

53 

45 
1 
79 
1 
7 
1 
1 
104 

56,966 

18,326 

52,821 

26,  799 

37,854 

15,090 

13,  720 

24,  692 

245 

641 

3,777 

5,839 

36,638 

56,874 

18, 324 

52,  716 

26, 797 

37,847 

15,  086 

13,  718 

24,  540 

245 

641 

3,776 

5,744 

33, 179 

28,018  I      28,856 

92 

2 

105 
2 

4 

2 

152 

47 
1 

56 
1 
1 
3 
1 

50 

45 

1 

26,006 

12,835 

18,  757 

7,336 

6,472 

12,044 

100 

288 

1,715 

2,720 

16,072 

26,710 
13,962 
19,  090 
7,750 
7,246 
12,496 
145 
353 
2,061 
3,024 

17, 107 

49 

1 

6 

1 

1 

102 

North  Dakota    « 

South  Dakota 

Nebraska 

2 
96 

4,262 

1 
42 

1,806 

1 

54 

2,456 

1 
95 

3,459 

41 
1,414 

54 

South  Central  division 

2,  045 

Kentucky 

13, 370 
2,476 
2,051 
2,197 

12, 156 
6,545 
2,320 

17,349 

12,75C 
2,226 
1,846 
1,929 

10,  310 
5,942 
1,850 

17,  347 

6,440 

1,107 

833 

852 

4,969 

2,804 

949 

7,266 

186 

73 

1,353 

294 

233 

240 

95 

6,310 

1,119 
1,013 
1,077 
5,341 
3,138 
901 

10,  081 

620 
250 
205 
268 
1,846 
603 
470 

2 

293 
100 
92 
110 
837 
193 
181 

327 
150 
113 
158 
1,009 
410 
289 

2 

12,889 
2,357 
1,648 
2,099 

10,662 
5,119 
1,864 

16,371 

12,439 
2,107 
1,528 
1,831 
9,278 
4,516 
1,480 

16,369 

6,279 

1,047 

703 

824 

4,390 

2,076 

753 

6,785 

6,160 
1,060 

825 
1,007 
4,888 
2,440 

727 

9,584 

450 
250 
120 
268 
1,384 
603 
384 

2 

212 

100 

57 

no 

598 
193 
144 

238 

Tennessee 

150 

63 

158 

786 

Texas 

410 

240 

"Western  division 

2 

Montana 

384 
191 
2,811 
601 
513 
526 
325 

384 
191 
2,811 
601 
518 
526 
325 

198 
118 
1.458 
307 
285 
286 
230 

350 
191 
2,710 
601 
518 
383 
325 

350 
191 
2,710 
601 
518 
383 
325 

172 

73 

1,303 

294 

233 

160 

95 

178 
118 
1,407 
307 
285 
223 
230 

1 

! 

Utah 

914 

727 

10,352 

914 

727 
10,  350 

361 

291 

4,140 

553 

436 

6,210 

672 

610 

10,  Oil 

672 

610 

10,009 

256 

234 

.     3,965 

416 

376 

6,044 

Oregon 

California       

2 

2 

2 

2 

INSTITUTIONS. 


J21 


Tablk  18.— enrollment  IN  PAROCHIAL  SCHOOLS,  CENSUS  OF  1890— Continued. 

PUPILS— Continued. 


OER.MAN 

BVANQELICAL. 

BVANGKI.ICAI.  LCTHKHAN. 

STATES  AND  TKKRITORIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

TotAl. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  TTniteU  States  .  -  - 

15,639 

15, 638 

7,946 

7,692 

1 

1 

142, 963 

142,302 

72,094 

70,208 

661 

321 

340 

North  \thiutic  division  ... 

1,616 

1,616 

781 

835 

14,043 

14,043 

(        7, 249 

1 

6,7»4 

Maine    

• 

40 

40 

24 

16 

Vermont 

93 

30 

553 

8,412 

776 

4,139 

1,271 

93 

30 

553 

8,412 

776 

4,139 

1,168 

40 

15 

277 

4,356 

438 

2,099 

611 

15 
276 

4,056 
338 

2,040 

557 

955 

955 

452 

503 

Pennsvlvania 

661 

661 

329 

332 

South  Atlantic  division 

103 

38 

65 

Delaware 

Maryland 

760 
53 
107 
130 
183 

760 
53 
107 
130 
80 

381 
27 
86 
56 
41 

379 
26 
21 
74 
39 

District  of  Columbia 

103 

38 

65 

South  Carolina 

1 

i 

1 

' 

Florida 

!::::::::::i:::::::::: 

1 

38 
123,663 

38 
123,653 

20 
62,460 

18 
61, 193 

North  Central  division 

13,605 

13,604 

6,927 

6,677 

1 

1 

1 

10 

7 

3 

Ohio 

617 
784 

4,245 
636 

1,133 
738 
903 

4,106 
23 

617 
784 

4,245 
636 

1,133 
738 
903 

4,106 
23 

316 
389 

2,156 
320 
586 
357 
467 

2,124 
12 

301 
395 

2,089 
316 
547 
381 
436 

1,982 
11 

8,115 

7,763 

24,433 

11,659 

26, 359 

18,409 

8,701 

6,786 

1,725 

1,594 

5,132 

2,987 

3,346 

8,116 

7,763 

24,433 

11,658 

26,355 

18,  409 

8,701 

•     6, 781 

1,725 

1,594 

5,132 

2,987 

2,798 

4,146 
3,868 

12,481 
5,934 

13,203 
9,161 
4,359 
3,458 
903 
843 
2,587 
1,519 

1,444 

3,969 
3,897 

11,952 
5,724 

13, 152 
9,248 
4,342 
3,323 
822 
751 
2,545 
1,468 

1,354 

Indiana 

Illinois 

1 
4 

1 
3 

Wisconsin 

1 

5 

3 

2 

North  Dakota 

South  Dakota 

261 
1.59 

418 

260 
1.59 

418 

126 

74 

238 

134 
85 

180 

1 

1 

^Kansas 

South  Central  division 

548 

276 

272 



38 

38 

16 

22 

188 
79 

124 

48 

1,208 

1,265 

434 

640 

188 
79 

124 
48 

746 
1,265 

348 

640 

91 

42 
61 
23 
403 
650 
174 

330 

97 

37 

63 

25 

343 

615 

174 

310 

: 

M  isaisnippi 



219 
161 

219 
161 

144 
78 

75 
83 

462 

239 

223 

Texas  

Arkansas   

86 

37 

49 

Colorado 

101 

101 

50 

51 

New  Mexico 

Utah 

12 

12 

8 

4 

! 

Washington 

120 

66 

341 

120. 

66 

341 

69 
28 
175 

51 

38 

166 

Oregon 

122 


EDUCATION. 


Table.  18.— ENROLLMENT  IN   PAROCHIAL  SCHOOLS,  CENSUS  OF  1890— Continued. 

PUPILS— Continued. 


PROTESTANT   EPISCOPAL. 

ALL  OTHERS,  (a) 

STATES  AND  TERRITORIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

6,110 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Hale. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

2,856 

Total. 
259 

Male. 

Fe- 
male. 

The  United  States . . . 

8,385 

4,635 

2,292 

2,343 

3,750 

1,779 

1,971 

5,880 

3,004 

120 

139 

2,555 

2,550 

1,317 

1,233 

5 

2 

3 

1,604 

1,604 

814 

790 



1 

76 

76 

33 

1 
43  ; 

Rliodf^  Island 

58 

1,446 

259 

792 

4,369 

58 

1,444 

257 

791 

943 

26 
843 
120 
328 

402 

32 
601 
137 
463 

541 

New  York 

2 

2 

1 

3,426 

2 
1,627 

2 

1 

1,799 

277 
616 
638 

378 

277 
616 
635 

120 

143 
327 
311 

90 



134 

289  ! 
324 

30 

South  Atlantic  divi.sion 

258 

119 

139 

579 

179 

1,138 

35 

1,287 

615 

491 

65 

554 

350 
81 
54 

152 
25 

198 
56 
54 

229 

98 

1,084 

35 

885 

547 

483 

65 

64 

103 

50 

521 

10 

379 

273 

259 

32 

34 

126 
48 
563 
25 
506 
274 
224 
33 

30 

Vir^nia 

"West  Virffinia 

382 

68 

8 

188 

32 

5 

194 

38 

3 

50 

180 

63 

85 

3,993 

50 
70 

50 
40 

South  Carolina 

30 

110 
63 

85 

1 

47 
32 
40 

1 

63 
31 

Florida 

45 

North  Central  division  .... 

490 

295 

195 

3,992 

2,  027 

1,965 

Ohio 

99 
212 

99 

148 

53 
76 

46 

72 

256 
540 
1,182 
589 
155 
319 
86 

258 
540 
1,182 
589 
155 
319 
86 

120 
282 
572 
310 

73 
170 

48 

136 
258 
610 
279 

82 
149 

38 

Illinois 

64 

34 

30 

1 

130 

8 

85 

130 

8 

85 

85 

6 

55 

45 
2 
30 

1 

1 

South  Dakota 

20 

20 

20 

61 
336 
469 

93 

61 
336 
468 

93 

34 

154 

■      264 

44 

27 
182 
204 

49 

1 

1 

1    

620 

365 

85 
14 
194 
50 

156 

209 

255 

116 

139 

255 
14 

279 
50 

54 
6 

69 
5 

31 

8 

125 

45 

170 

81 

89 

26 

26 

12 

14 

85 

35 

50 

1 

1                             1 

67 

67 

32 

35 

\ 

Texas 

i                             \ 

22 
287 

22 
287 

22 
122 

165 

51 

51 

29 

22 

1 

Montana 

34 

34 

14 

20 

1 

j 

Colorado 

New  Mexico 

1 

Arizona 

1 

Utah  (b) 

j             131 

131 

72 

59 

NoTflda 

Idaho 

122 

122 

36 

86 

Oregon 

51 

51 

29 

22 

California 

i 

1 

a  Columns  "All  others"  analyzed  on  pages  41-43. 

b  The  schools  that  might  be  called  Mormon  parochial  are  included  among  private  denominational  schools. 


INSTITUTIONS. 


123 


Tablk   Id.— enrollment  in  public   schools,  as  superior,  secondary,  and  elementary,  census  of  1890,  AS 
DERIVED  FROM  THE  REPORTS  OF  SCHOOLS,  BY  STATES  AND  TERRITORIES. 

[This  grouping  has  only  the  value  of  a  eareful  estimate,  owing  to  scant  record  in  some  stat«8.] 


SUPERIOR,    SECONDARY,   AND  ELEMENTARY. 

SUPERIOR. 

SECOND- 
ARY. 

Aggre- 
gate. 

ELEMEN- 
TARY. 

STATES    AND    TERRI- 
TOEIKS. 

Grand 
aggre- 
gate. 

White,  (o) 

Colored. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Aggre- 
gate. 

Grand 
total. 

Male. 

Fe- 
male. 

Grand 
total. 

Male. 

Fe- 
male. 

Total. 
44,969 

Male. 
23,761 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  Unit-etl  States. 

12,769,864 

11,418,616 

5,829,616 

5,589,000 

1,351,248 

653, 328 

697,920 

46,  533 

21,208 

1,564 

760 

804 

311,095 

12,412,236 

North  Atlantic,  divi- 

3, 124, 417 

3,  095,  050 

1,556,620 

1,538,430 

29,367 

14,153 

15, 214 

15,979 

8.37 
134 

1,112 

1,436 
200 
420 

6,141 
266 

5,  433 

5,0.55 

15,969 

5,654 

10, 315 

10 

7 

3 

94,967 

3,013,471 

140.  6.50 

59, 947 

66,720 

373,  087 

52,  974 

127,  303 

1,049,970 

234,964 

1,018,802 

1,  758  285 

140,  .540 

59,  916 

66,  612 

370,  493 

!         52, 748 

125, 747 

1,043,188 

222,  526 

1, 013, 280 

1,174,301 

69,  068 

30,  899 

34,  303 

187,754 

26,  388 

62,  457 

522,  243 

108,  530 

514, 978 

610,  720 

13,228 
76,633 
11,458 

115,  765 
98,  915 

108,  906 
47, 152 

109,934 
28,729 

2,552,966 

71,472 
29.  017 
32,  309 
182, 739 
26,  360 
63,  290 
520,  945 
113,996 
498,302 

563, 581 

13,550 
72,  266 
12, 116 

105,  699 
88,883 

100,  211 
43,418 

100,896 
26,542 

2, 419, 339 

110 

31 

108 

2,594 

226 

1,556 

6,782 

12,  438 

5,522 

583,984 

4,656 
36,  027 
13,332 

122,539 
6,558 
117, 778 
113,410 
133, 232 
36,  452 

59,  877 

58 

18 

47 

1,257 

101 

738 

3,406 

5,945 

2,  .583 

278,  465 

52 

13 

61 

1,337 

125 

818 

3,376 

6,493 

2,939 

305,519 

837 
134 

1,112 

1,435 
199 
420 

6,133 
266 

5,433 

4,460 

319 

34 

673 

274 

6 

45 

1,687 

19 

2,597 

3,434 

518 
100 
439 

1,161 
193 
375 

4,446 
247 

2,836 

1,026 

15,299 
7,084 
2,432 

25,476 
1,728 
4,063 

20,  747 
5,249 

12,889 

32,674 

124,514 

Kew  Hampshiii?. 

52,729 
63,176 

Massachusetts . . . 
Rhode  Island 

1 
1 

1 

1 

1 

346,175 

51,046 

122  820 

New  York 

New  Jersey 

Pennsylvania 

South  Atlantir,  ilivi- 

8 

i        ' 

1 

1,023,082 
229,449 

1 

1,000,480 
1, 720, 556 

595 

I 
203 

392 

31,434 

184,  926 

36,906 

344,  003 
194,  356 
326,  895 
•M3.  980 
344, 062 
91,723 

5,032,182 

26,778 
148,  899 
23,  574 

221,464 
187, 798 
209, 117 

90,  570 
210,  830 

55,271 

4,972,305 

2,348 
17,932 
5,853 

57,200 
3,144 
55,  826 
54,279 
64,187 
17, 696 

29,294 

2,  308 
18,  095 
7,479 

65,339 
3,414 
61, 952 
59, 131 
69,045 
18,756 

30,583 

328 
7,896 
1,767 

9,266 
1,812 
1,401 
7,210 
2,529 
465 

130,587 

36,755 

7,391 

18,007 

16,908 

10,634 

6,052 

13, 214 

5,097 

753 

1,208 

6,400 

8,168 

44, 551 

31,106 

Maryland 

District   of    Co- 
lumbia. 

VirjjinJa     

619 

80 

1,446 
845 
521 
427 
883 
234 

18,301 

514 

1,652 

1,536 

3,345 

2,173 

1,785 

1,690 

2,244 

80 

763 

727 

1,792 

4,482 

619 
40 

1,149 
845 
273 
427 
883 
224 

18,201 

333 
5 

1,003 
526 
273 
381 
743 
170 

10,580 

286 
35 

146 
319 

46 

140 

54 

7,021 

1 

176,  411 

40 
297 

4 

95 

36 

202 

35,059 
333, 291 

West  Virginia... 
North  Carolina  . . 

191,699 
324, 973 
196,343 
340, 650 

248 

97 

151 

Florida 

10 
100 

7 
58 

3 

42 

91,024 

North  Central  divi- 
sion. 

4,883,294 

Ohio   

798,  216 
507, 445 
781-,  109 
430,  665 
354, 675 
284,269 
494,  957 
623,071 
35,694 
79, 171 
241,446 
401,464 

2,334,694 

794,521 
503,352 
775, 627 
428, 948 
354, 609 
284,086 
493,  686 
590,084 
3.5,  692 
79, 168 
240,701 
391,831 

1,  658,  642 

412, 268 
258,921 
395,  895 
218, 979 
180,  476 
146,  509 
252, 196 
301,  575 
18,803 
41,669 
124,  208 
201,467 

841,920 

382, 253 
244,431 
379, 732 
209,969 
174, 133 
137,577 
241,490 
288,509 
16,88ft 
37,  499 
110,493 
190,  364 

816, 722 

3,695 

4,093 

5,482 

1,717 

66 

18.'! 

1,271 

32,987 

2 

3 

745 

9,633 

676,052 

54,803 
101,  615 
117, 721 
183, 612 

49,  798 
108,  869 

1,813 

1,907 

2,700 

906 

36 

93 

625 

16,  2.55 

1 

341 
4,617 

330,418 

1,882 

2,186 

2,782 

811 

30 

90 

646 

16,732 

1 

3 

404 

5,016 

345,634 

510 

1,644 

1,517 

3,335 

2,172 

1.785 

1,689 

2,192 

80 

763 

727 

1,787 

3,624 

425 

997 

726 

2,427 

1,072 

978 

1, 039 

1,295 

35 

374 

312 

900 

2,727 

85 
647 
791 
908 
1,100 
807 
650 
897 

45 
389 
415 
887 

897 

4 

8 
19 
10 

I 

4 
4 

6 
8 

4 

13 

2 

760,947 

Indiana 

498,402 

Illinois  . 

761,566 

Micliigan 

Wisconsin 

410,412 
341,868 
276, 432 

Iowa 

1 
52 

1 
30 

22 

480, 053 

615, 730 

North  Dakota 

34,861 

South  Dakota 

77,200 

234, 319 

Kansas 

South  Central  divi- 
sion. 

5 

858 

4 
491 

1 
367 

391,  .504 
2,  2S5,  061 

Kentucky 

Tennessee 

Alabama 

Mississippi 

409,607 
456,  242 
306,  350 
335,  468 
125, 161 
477, 450 
579 
223,  837 

520,286 

354,804 
354,  627 
188,629 
151,  856 
75,363 
368,  581 
579 
164, 203 

518,318 

183, 554 
184, 019 
96,  321 
78,  175 
38,  839 
174,  469 
273 
86,  270 

267,390 

171,250 

170.  608 

92,  308 

73, 681 

36,  524 

194,112 

306 

77,  933 

250,  928 

26,560 
50,506 
56, 982 
90,188 
25, 143 
50,557 

28,243 
51,109 
60,739 
93,  424 
24,655 
58,312 

433 
510 
1,519 
641 
228 
994 

413 
497 
907 
565 
228 
899 

305 
496 
652 
388 
156 
640 

108 
1 
255 
177 
72 
259 

20 

13 

612 

76 

8 

13 

313 

60 

12 

299 
16 

2,588 
1,784 
1,293 
1,689 
1,306 
32, 157 

406,586 
453,948 
303,  538 
3.33, 138 
123,627 

Texas    . 

95 

63 

32 

444,299 

Oklahoma  (6) 

A.rkansaa 

Western  division 

579 

59,634 
1,968 

30,482 
998 

29,152 
970 

157 
2,716 

115 
2,715 

90 
1,366 

25 
1,349 

42 

1 

34 

1 

8 

3,734 
8,316 

219,  946 
509,254 

16,  980 
7,957 

66, 173 

18,249 
8,022 

36,  730 
7,624 

14,311 
899 

r>Fi  70.1 

16,889 

7,944 

65,690 

18,249 

8,022 

1        36, 727 

7,524 

14,311 

162 

55,  678 

63,972 

223,150 

8,609 

4,043 

3.t,  598 

11,  857 

4,334 

19,084 

3,777 

1        6,943 

81 

27,  712 

32,  694 

114,658 

8,280 
3,901 

32,092 
6, 392 
3,688 

17,643 

3,747 

7,368 

81 

27  968 

91 

13 

483 

48 

6 

237 

43 
246 

, 

453 

133 

1,870 

17 

30 

418 

363 

10,  527 

Wyoming 

Colorado. . .   . 

39 

262 
17 
28 
70 
73 

39 

261 
17 
28 
70 
73 

20 
177 
10 
12 
41 
25 

19 
84 
7 
16 
29 
48 

7,785 

1 

1 

64,041 

18, 215 

7,964 

Utah 

3 

1 

2 

36,242 

7,068 

14,311 

Alaska 

C737 

385 

14 

4 

303 

352  1 
13  , 
11 

296 

899 

66 

562 

1,599 

66 

562 

1,599 

20 
336 
725 

46 

226 
874 

531 

894 

3,607 

55, 108 

On-guii                      '         fi-t  *'**7 

31,278                  15 
108,492    i            -'•OB 

62,  i)31 

223. 749 

218,  543 

a  Includes  imseparated  colored. 


6  School  enrollment  given  is  for  Greer  county  only;  population  of  that  county,  5,338. 


e  Native. 


124 


EDUCATION. 


Table  90.— ENROLLMENT  OF  STUDENTS  AND  PUPILS  IN  PRIVATE  SCHOOLS,  AS  SUPERIOR.  SECONDARY,  AND 
ELEMENTARY,  INCLUDING  PAROCHIAL  AND  COMMERCIAL  SCHOOLS,  CENSUS  OF  1890,  AS  DERIVED  FROM  THE 
REPORTS  OF  SCHOOLS,  BY  STATES  AND  TERRITORIES. 

[This  grouping  has  only  tlie  value  of  a  careful  estimate,  owing  to  indeiinite  classiticatiou  iu  some  reports.] 


STATES  AND  TERRITORIES. 


The  tTniteil  States 
North  Atlantic  divi.sion  . . 

Maine 

Now  Hampshire 

Vermont 

Massachusetts 

Khode  Island 

Connecticut 

New  York 

New  Jersey 

Pennsylvania 

Sou  til  Atlantic  division. . . 

Delaware 

Maryland 

District  of  Columbia . . 

Virginia 

West  Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 

North  Central  division 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North  Dakota 

South  Dakota 

Nebraska 

Kansas 

South  Central  division  . . . 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Oklahoma 

Arkansas 

Western  division 

Montana 

Wyoming 

Colorado 

New  Mexico 

Arizona 

Utah. 

Nevada 

Idaho 

Alaska 

Washington 

Oregon 

Callfamia 


Aggregate. 


1, 603, 806 


507,857 


10,841 
12,088 
8,312 
67, 349 
11,253 
24, 321 

196, 284 
51, 455 

125,  954 

196, 122 


3,000 
27,622 

8,669 
20,945 

5,350 
45, 751 
21,  708 
56,773 

6,304 

586,412 


104,902 
47, 240 

114,042 
r.l,  827 
74, 019 
42, 151 
43,619 
64,685 
2,617 
3,748 
15,990 
21,  572 

241, 317 


42,678 
57,809 
29,432 
26,509 
32,  259 
35,589 
1,203 
15,  838 

72,098 


1,703 

350 
7,563 
5, 371 

997 
10,990 

456 
1,104 

878 

4,489 

5,618 

32, 579 


SUMMARY. 


White,  (a) 


Total. 


1, 538, 852 


506,348 


10,832 
12,080 
8,311 
67, 273 
11,227 
24,307 

196,  039 
51, 421 

124,  SliS 

169, 094 


2,937 
26,224 

7,666 
16,225 

5,114 
37, 232 
12,562 
46,398 

4,736 

584,941 


104,  497 
46,882 

113,  822 
51,  795 
74,002 
42, 141 
43,604 
64,503 
2,617 
3,746 
15, 982 
23,350 

217,  530 

40.934 
53,050 
24,264 
23,698 
27,398 
33,161 
1,202 
13,823 

70,939 


1,688 
350 

7,538 

5,178 

996 

10, 986 

456 

1,104 

23 

4,484 

5,616 

32,  510 


Male. 


783,032 


256,603 

r,,  193 

6,468 
4,052 

30,  489 
5,696 

12,  826 
100,635 

26,724 

64,520 

79,  916 


1,475 

14, 126 

4,086 

7,761 

2,411 

18,977 

6,170 

23,  039 

1,871 

304, 414 


55,116 
24,  650 
60,  210 
26,292 
37,964 

21,  072 

22,  518 
33,  393 

1,288 

1,848 

8,119 

11,344 

108, 188 


20,988 
27,237 
11,  732 
11,068 
13,  866 
15,  608 
623 
7,  060 

33,  911 


778 

113 

3,  .571 

2,583 

351 

5,735 

97 

467 

13 

2,299 

2,063 

15,251 


Female. 


755, 820 


249, 745 


5,639 

5,612 

4,259 

36,  784 

5,  531 

11,  481 

95,404 

24,697 

60,3i)8 

79, 178 


1,462 
12,098 
3,580 
8,464 
2,703 
18,  255 
6,392 
23,359 
2,865 

280,  527 


49,  381 
22,  232 
.53,  612 
25,  503 
36,  038 

20,  469 

21,  086 
31,110 

1,329 

1,898 

7,863 

10,006 

109,  342 


19,  946 
25,  813 

12,  532 
12,030 

13,  532 
17,  553 

579 
H,  757 

37, 028 


920 

237 

3,967 

2,595 

645 

5,251 

359 

637 

10 

2, 185 

2,963 

17,259 


Colored. 


Total. 


64,954 


1,509 


1 

76 
26 
14 
245 
34 


37, 028 


63 
1,398 
1,003 
4,720 
236 
8,519 
9,146 
10,  375 
1,568 

1,471 


405 

358 

220 

32 

17 

10 

15 

182 


222 


23, 


1,744 
4,759 
5,  108 
2,811 
4,861 
2,428 
1 
2,015 


25 

193 

1 

4 


6855 
5 
2 


Male. 


30,079 


871 


49 
17 
12 
120 
25 

17,086 


583 
2,223 

111 
3,854 
4,  506 
4,360 

755 

735 


222 

132 

119 

23 

» 

7 

11 


4 
139 

10,  783 


793 
2,223 
2,404 
1,258 
2,216 

925 


•)64 
B04 


10 

98 

1 


460 

3 

2 

22 


Female. 


34,875 


638 


2 
1 

27 
9 
2 

125 
9 

461 

19,942 


37 

730 

420 
2,497 

125 
4,665 
4,640 
6,015 

813 

736 


183 

226 

101 

9 

■  8 

3 

4 

113 


2 

4 

83 

13, 004 


951 
2,536 
2,704 
1,553 
2,045 
1,503 
1 
1,051 

555 


15 
95 


395 
2 


47 


a  Includes  »useparat«d  colored. 


0  Native, 


INSTITUTIONS. 


125 


Table  ao.— ENROLLMENT  OF  STUDENTS  AND  PUPILS  IN  PRIVATE  SCHOOLS.  AS  SUPERIOR,  SECONDARY,  AND 

ELEMENTARY,  CENSUS  OF  1890— Continued. 


S0PEEIOB.      ' 

SECONDABT. 

STAIES  AND  TERRITORIES. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  United  States... 

103, 876 

100, 693 

73,213 

27,480 

3,183 

2,060 

1,133 

296,245 

284,844 

128,381 

156,463 

11,401 

5,276 

6,125 

North  Atlantic  division  . . . 

35,759 

35,546 

29, 383 

6,163 

213 

203 

10 

75,600 

75,453 

34,507 

40,946 

147 

97 

50 

1,140 
493 
483 

7,962 
684 

1,939 
12,  478 

1,8,39 

8,741 

13,381 

1, 138 
493 
483 

7,935 
682 

1,934 
12,458 

1,833 

8,590 

12,068 

847 
448 
292 

5,  443 
591 

1,879 
10,  8.50 

1,782 

7,  Z'A 

8,030 

291 

45 

191 

2,492 

91 

55 

1,608 

51 

1,  339 

4,038 

2 

2 

3,362 
2,5.33 
2,987 
8,478 
1,688 
2,853 

28,056 
7,067 

18. 576 

46,152 

3,362 
2,533 
2,986 
8,460 
1,688 
2,853 

28,048 
7,067 

18,456 

40,399 

1,696 
1,286 
1,275 
3,980 
825 
1,081 
12,  381 
2,960 
9,043 

17.512 

1,666 
1,247 
1,711 
4,500 
863 
1,772 
15,667 
4,107 
9,413 

22,887 

New  Hampshire 

1 
18 

1 

27 

2 

5 

20 

6 

151 

1,313 

26 
2 
5 

16 

6 

146 

943 

1 
4 

18 

Nftw  York                    

8 

3 

5 

New  Jersey 

5 
370 

120 
5,753 

94 
2,685 

26 

South  Atlantic  division 

3,068 

Delaware 

93 
3,491 
1,653 
2,043 
540 
2,390 
1,096 
2,010 

65 

36,363 

93 

3,351 

1,240 

1,909 

361 

2,203 

973 

1,889 

49 

36,284 

84 

2,979 

1,200 

1,207 

189 

1,114 

455 

783 

19 

25.690 

9 

372 

40 

702 

172 

1,089 

518 

1,106 

30 

10,  594 

471 
4,375 
1,803 
6,217 
1,460 
14, 170 
6,561 
9,283 
1,812 

80, 313 

471 
4,112 
1,743 
5,925 
1,460 
12,943 
3,882 
8,230 
1,633 

80,063 

201 
1,380 

670 
2,490 

466 
6,552 
1,831 
3,379 

543 

37,477 

270 
2,732 
1,073 
3,435 

994 
6,391 
2,051 
4,851 
1,090 

42,  576 

140 
413 
134 
179 
187 
123 
121 
16 

79 

59 
332 

86 

90 
175 

78 
107 

16 

51 

81 
81 
48 
89 
12 
45 
14 

28 

263 

60 

292 

127 
47 
30 

136 

District  of  Colnmbia. . . 
Viririnia                  

13 
262 

North  Carolina 

1,227 

2,679 

1,  C53 

179 

260 

207 
12 
11 
10 

2 

573 

1,365 

449 

94 

144 

654 

Florida 

85 

North  Central  division 

116 

Ohio 

11,457 

4,219 

7,804 

1.571 

880 

1,034 

2,958 

4,826 

81 

204 

441 

888 

15,498 

11,386 

4,218 

7,800 

1,569 

879 

1.034 

2,  958 

4,826 

81 

204 

441 

888 

13,920 

7,876 

3,054 

5,  9;)8 

1,092 

788 

919 

1,  912 

3,  021 

29 

99 

345 

617 

8,115 

3,  510 

1,164 

1,862 

477 

91 

115 

1.046 

1,805 

52 

105 

96 

271 

.5,805 

71 
1 
4 

2 

1 

44 

4 

2 

1 

27 

1 

1,5,062 
9,010 

11,459 
4,  220 
3,  375 
3,317 

10,942 

12, 179 

380 

960 

2,526 

6,883 

71, 191 

14, 855 
8.998 

11,448 
4,210 
3,373 
3,317 

10,  937 

12, 178 

380 

958 

2,523 

6,876 

65,986 

7,300 

4,324 

4,  804 

1.984 

1,749 

1,562 

5,229 

5,397 

174 

420 

979 

3,555 

29,619 

7,  5,55 
4,674 
6,644 
2, 226 
1,  624 
1,755 
5,708 
6,781 
206 
538 
1,544 
3,321 

36,  367 

112 
7 
5 

7 
2 

95 

5 

6 

;i 

Minnesota 

Iowa 

5 

1 

4 

1 

1 

Missouri 

North  Dakota 

South  Dakota 

2 
3 

7 

6,205 

6 
2, 321 

2 

Nebraska 

3 

Kansas 



1 

South  Central  division 

1,578 

853 

?25 

2,884 

4,096 
4,175 
1,753 
1,492 
1,563 
2,117 

4,023 
3,657 
1,  337 
1,260 
1,389 
2,024 

2,  624 
2,291 
532 
374 
1,106 
1,016 

1,399 

1,366 

805 

886 

283 

1,008 

73 
518 
416 
232 
174 

93 

53 
297 
179 
114 
103 

74 

20 

221 

237 

118 

71 

19 

10,361 

20,498 

7,233 

8,144 

7,804 

12, 116 

53 

4,982 

22,989 

10, 149 

19,  224 

6,804 

7,640 

6,216 

11,701 

53 

4,199 

22,953 

4,179 
9,491 
3,650 
3,217 
2,464 
4,688 
26 
1,904 

9,266 

5,970 
9,733 
3,154 
4,423 
3,752 
7,013 
27 
2,295 

13.6S7 

212 
1,274 

429 

,504 
1,588 

415 

113 
,596 
183 
212 
696 
116 

99 

678 

246 

292 

892 

Texas 

299 

Oklahoma-...,,. 

302 
2,875 

230 

2,875 

172 
1,995 

58 
880 

72 

33 

39 

783 
36 

405 
29 

378 

Western  division 

7 

Montana 

17 

19 

198 

16 

17 

19 

198 

16 

10 

9 

139 

16 

7 
10 
59 

649 

134 
2,355 
1,902 

235 

2,476 

79 

202 

648 

134 
2,355 
1,876 

234 

2,476 

79 

202 

197 

30 

839 

855 

20 

1,229 

451 

104 
1,516 
1,021 

214 

1,247 

79 

167 

1 

1 

1 

26 
1 

22 
1 

4 

Arizona' 

Utah 

371 

371 

239 

132 

Nevada 

Idaho  

35 

1 

Alaska 

Wa.shingfnn 

109 

376 

1,769 

109 

376 

1,769 

55 

304 

1  223 

54 

72 
546 

2.285 

2,499 

10, 173 

2,283 

2,498 

10,168 

1,091 
861 

1,192 
1.ffil7 

2 
1 

5 

1 
1 
3 

1 

Oregon 

California 

4,109  i         6.059  1 

2 

1 

1 

(t  Inclndes  unseparated  colored. 


126 


EDUCATION. 


Table  ao.— ENROLLMENT  OP  STUDENTS  AND  PUPILS  IN  PRIVATE  SCHOOLS,  AS  SUPERIOR,  SECONDARY,  AND 

ELEMENTARY,  CENSUS  OF  1890— Continued. 


ELEMENTARY. 

COMMEECIAL. 

STATEB  AND  TEBEITORIES. 

Aggre- 
gate. 

White,  (a) 

Colored. 

Aggre- 
gate. 

White,  (o) 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

M-le-         I^e. 

Total. 

Male. 

Fe- 
male. 

The  United  States . . . 

1,116,881 

1,066,604 

517,275 

548,329 

50,277 

22,681 

27,596 

86,804 

86,711 

64,163         22,548 

93 

72 

21 

North  Atlantic  division 

339, 197 

368,068 

172, 196 

195,872 

1,129 

554 

575 

27,301 

27,281 

20,517  j        6,784 

20 

17 

3 

5,288 
8,710 
4,734 

47,  295 
8,121 

18,465 
145,804 

40,542 

90,238 

132,317 

2,333 
18,252 

4,210 
12,280 

2,  931 
29, 191 
14,051 
44,642 

4,427 

426,949 

5,281 
8,702 
4,734 

47,267 
8,101 

18,456 
145,  596 

40,  518 

89,  413 

102,356 

1,885 
4,476 
2,409 
18,287 
3,736 
9,068 
69,  840 
20,398 
42,097 

50,896 

3,396 

4,228 

2,325 

28,980 

4,365 

9,388 

75,758 

20,120 

47,  316 

51,460 

7 
8 

5 
6 

2 
2 

1,051 

352 

108 

3,614 

760 

1,064 

9,946 

2,007 

8,399 

4,272 

1,051 

352 

108 

3,611 

756 

1,084 

9,937 

2,003 

8,399 

4,271 

765 

258 

76 

2,799 

544 

798 

7,564 

1,584 

6,129 

3,478 

286 

94 

32 

812 

212 

268 

2,373 

419 

2,270 

793 

Kew  Hampshire 

28 

20 

9 

208 
24 

825 

29,961 

20 
12 
7 
94 
15 
395 

13,  457 

8 
8 
2 

114 
9 

430 

16,504 

3 
4 

3 
3 

1 

New  York 

9 

4 

7 
4 

2 

South  Atlantic  division 

1 

1 

2,270 
17,257 
3,681 
7,986 
2,874 
22,086 
7,707 
35,441 
3,054 

425,884 

69,058 
31,  218 
87,400 
41,439 
87,788 
35,559 
25,752 
41,947 
i        2, 081 
'        2,425 
10,653 
10,566 

130,593 

1,  111 
8,491 
1,497 
3,747 
1,438 
11,  311 
3,884 
•'18, 108 
1,309 

210,570 

1,159 
8,766 
2,184 
4,  239 
1,  436 

10, 775 
3,823 

17,333 
1,745 

215,314 

63 

995 

529 

4,294 

57 

7,105 

6,344 

9,201 

1,373 

1,065 

26 

482 

203 

2,107 

21 

3,106 

3,063 

3,804 

645 

491 

37 

513 

,328 

2,187 

36 

3,999 

3,281 

5,397 

728 

574 

103 

1,504 

1,  003 

405 

419 

103 

1,504 

1,002 

405 

419 

79 

1,276 

719 

317 

318 

24 
228 
283 

88 
101 

District  of  Colnmbia... 

1 

1 

West  Virginia.   

South  Carolina 

838 

838 

769 

69 

Florida 

North  Central  division 

42,787 

42,  720 

30,077 

12,043 

67 

49 

18 

69, 173 
31,  546 
87,601 
41,446 
67,  798 
35,568 
25,755 
42, 128 
2,081 
2,425 
10,655 
10,773 

147,  597 

34,075 

15, 583 

43,605 

20,085 

33,912 

17,  454 

12,  £21 

20,794 

1,056 

1,225 

5,107 

5,153 

64,857 

34,983 

15,  8,35 

43,  795 

21,  354 

33,874 

18, 105 

13, 231 

21, 153 

1,025 

1,200 

5,546 

5,413 

66,736 

115 
328 

»; 

12 

9 

3 

181 

58 

116 

106 

5 

4 

6 

2 

68 

57 

212 

95 

2 

8 

3 

1 

113 

9,210 
2,485 
7,178 
4,. '590 
1,966 
2,232 
3,  984 
5,552 
75 
159 
2,368 
3,028 

7,031 

1,  738 

1,042 

197 

.380 

730 

2,483 

9,198 
2,448 
7,174 
4,577 
1,964 
2,231 
3,957 
5,  552 
75 
159 
2,365 
3,020 

7,031 

5,865 
1,889 
5,  883 
3,  131 
1,515 
1,737 
2,856 
4,181 
29 
104 
1,688 
2,019 

5,597 

3,333 

759 

1,311 

1,446 

449 

494 

1,101 

1,371 

46 

55 

677 

1,001 

1,434 

12 
17 
4 
13 
2 
1 
7 

8 
9 
4 

4 

8 

Illinois 

9                 4 

2    

1    

5  1              2 

North  Dakota 

South  Dakota 

2 
207 

17,004 

1 
125 

7,609 

1 
82 

9,395 

3 

8 

3 
8 

South  Central  division 

26,483 
32,094 
20,  249 
16,  493 
22, 162 
18,873 
1,150 
10,093 

40,  821 

25,  024 
29, 127 
15,  928 
14,  418 
19,063 
16,953 
1,149 
8,933 

39,703 

12,  763 
14,649 
7,353 
7,152 
9,707 
7,978 
597 
4,658 

18,756 

12,  261 
14,  478 
8,  573 
7,  286 
9,356 
8,975 
552 
4,275 

20,947 

1,4.59 
2,967 
4,  323 
2,075 
3,099 
1,  920 

1,160 

1,118 

827 
1,330 
2,042 

932 
1,417 

735 

526 
570 

832 
1,637 
2,281 
1,143 
1,882 
1,185 
1 

634 

548 

1,738 

1,042 

197 

380 

730 

2.483 

1,422 
806 
197 
325 
589 

1,926 

316 
238 

55 
141 

557 

Texas 

! 

461 
5,413 

461 
5,408 

332 
3,894 

129 
1,514 

5 

5 

552 

197 

4,419 

3.453 

720 

8,060 

.377 

902 

878 

1,671 

2,321 

17, 271 

548 

197 

4,394 

3,286 

720 

8,056 

377 

902 

23 

1,670 

2,320 

17,210 

261 

74 

2,155 

1,712 

300 

4,196 

97 

432 

13 

846 

1,169 

7,  .501 

287 

123 

2,239 

1,574 

420 

3,860 

280 

470 

10 

824 

1,151 

9,709 

4 

4 

485 

485 

310 

175 

25 
167 

1 

10 

76 

15 
91 

591 

591 

438 

153 

42 
83 

42 
83 

i 

31 
71 

11 
12 

4 

3 

1 

Alaska 

6855 

1 

1 

61 

460 

1 
16 

395 

1 

45 

1 

i 

424 

422 

3.366 

422 

422 

3.383 

1 

307 

319 

2.418 

115 

.  103 

945 

2 

2 

3 

3 

^ 

fi  Iuclu<le»  iinneparatecl  colored. 


b  Native. 


INSTITUTIONS. 


127 


Table  a  1.— ENROLLMENT  IN  PROFESSIONAL  SCHOOLS,  CENSUS  OF  1890,  AS  DERIVED  FROM  THE  REPORTS  OF  SCHOOLS, 

BY  STATES  AND  TERRITORIES. 


ALL  PBOFESSIONAL  SCHOOLS,   PUBLIC  AND  PBIVATE. 

Instructors. 

Students. 

8TATKS  AND  TERBITORIES. 

^ir- 

WUte. 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

Total. 

Hale. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  United  States... 

7,929 

7,700 

6,599 

1,101 

229 

145 

84 

81,564 

77,214 

53,626 

23,588 

4,350 

2,591 

1,759 

3,193  ! 

3,193 

2,659 

534 

31,994 

31, 873 

20,822 

11,051 

121 

92  1            29 

61 

38 

47  i 

599  i 

12, 
147  ' 

61 
38 
47 

599 
12 

147 

43 

36 

30 

504 

3 

119 

1,134 

130 

660 

762 

18 
2 
17 
95 
9 
28 
191 
22 
152 

65 

996 

258 

868 

4.596 

238 

1,183 

12, 110 

1,123 

10,622 

8,604 

996 

258 

863 

4,561 

237 

1,178 

12,094 

1,^17 

10,569 

6,645 

399 
158 
420 

2,866 

6 

734 

8,367 
838 

7,034 

5,585 

597 
100 
443 

1,695 
231 
444 

3,727 
279 

3,535 

1,060 

1 

New  Hampshire 

1 

5 
35 

1 

5 
16 

6 
53 

1,959 

4!             1 

15              20 

Khotle  Island 

j             1 

Connecticut    

5  ' 

New  York 

1,325;        1,325 
152  j'           152 
812                812 

13                3 

New  Jersey 

6    

Pennsylvauia 

South  Atlantic  division 

49               4 

918 

827 

91 

53 

38 

1,211 

748 

1 

318 

198 

124 

58 

43 

60 

108 

8 

2,754 

1 
313 
176 
106 
54 
23 
50 
99 
5 

2,742 

1 
299 
168 
91 
34 
22 
48 

1 

2,397 

11 

2,748 

1,433 

1,567 

977 

457 

516 

804 

91 

30,  914 

11 

2,577 

984 

1,130 

798 

84 

339 

657 

65 

30,786 

2 

2,238 

906 

921 

469 

84 

293 

638 

34 

21,  559 

9 

339 

78 

209 

329 

Maryland 

14 
8 
15 
20 
1 
4 
2 
1 

345 

5 
22 
18 

4 

20 
10 

9 

3 

12 

12 
12 
2 
12 
9 
4 
2 

10 

5 

10 

6 

2 
8 
1 
5 

1 

2 

171 
449 
437 
179 
373 
177 
147 
26 

128 

22 
12 
27 
10 

90 
321 
187 

90 
222 
135 
143 

23 

87 

81 

IMstr^-tof  Columbia  .. 
Virginia   

128 
250 

"West  Virginia 

89 

151 

South  Carolina 

46 
19 
31 

9,  227 

42 
4 

Florida 

3 

North  Central  division 

41 

Ohio 

500 

282 

598 

218 

148 

201 

187 

446 

U 

43 

44 

76 

701 

495 

282 

598 

218 

148 

201 

187 

4.<)9 

11 

43 

44 

76 

575 

453 
237 
555 
191 
98 
158 
\            161 
414 

28 
28 
66 

469 

42 
45 
43 
27 
50 
43 
26 
25 
3 
15 
16 
10 

106 

5 

5 

6,195 

3,780 

5,930 

2,  591 

2,077 

1,886 

2,064 

3,947 

110 

631 

550 

1,153 

7,520 

6,173 

3,768 

5,903 

2,581 

2,  077 

1,884 

2,062 

3,895 

110 

631 

550 

1,152 

5,384 

1,602 
1,742 
599 
247 
570 
454 

4,877 

2,482 

4, 775 

1,845 

1,134 

1,219 

1,295 

2,874 

36 

248 

217 

1            557 

4.377 

1.296 

1,  286 

1,128 

736 

943 

665 

767 

1,021 

74 

383 

333 

595 

1,007 

22 
7 

14 
9 

Indiana 

5 

niinois 

13 

Michigan 

1 

Wisconsin 

Minnesota 

2 

2 

52 

2 

2 

30 

Missouri 

7 

5 

2 

22 

North  Dakota 

South  Dakota 

Nebraska 

Kansas 

1 
2, 136 

1 
1,195 

South  Central  diviaion 

126 

82 

44 

941 

124 
267 
J  26 
27 
68 
55 

111 
232 
72 
25 
65 
46 

108 
201 
35 
19 
52 
30 

3 
31 
37 

6 
13 
16 

13 

35 

54 

2 

3 

9 

12 

29 

27 

1 

3 

3 

1 

6 

27 

1 

6 

!         1,677 

2, 203 

1,587 

533 

634 

617 

1,519 
1,474 
344 
137 
.459 
244 

53 
268 
255 
110 
111 
210 

75 
461 
988 
286 

64 
163 

48 
285 
475 
156 

64 
110 

27 

176 

513 

Mississippi 

130 

Louisiana 

Texas 

53 

Arkansas 

34 
363 

24 
363 

24 
312 

10 

7 

3 

269 
2,532 

170 
2,  .526 

170 
1,283 

99 
6 

57 
6 

42 

Western  division 

51 

1,243 

Montana 

Wyoming 

Colorado  

80 

80 

71 

9 

253 

253 

173 

80 

New  Mexico 

1 
3 
9 

1 
3 
9 

1 
3 

7 

28 
94 
45 

28 
94 
45 

12 

49 

9 

10 
45 
36 

Utah 

2 

. 

Idaho 

Washington 

8 

64 

198 

8 

64 

198 

5 
59 
166 

3 

5 

32 

79 

350 

1,683 

79 

■.m 

1,677 

24  ;              55 
2l'9               121 
787               890 

California 

1    ■• 

6 

Alaska 

\""             1 

128 


EDUCATION. 

Table  ai — ENROLLMENT  IN  PROFESSIONAL  SCHOOLS,  CENSUS  OF  1890— Continued. 


THEOLOGY. 

Instructors. 

Students. 

STATES  AND  TERKITOBIE8. 

Aggre- 
gate. 

White. 

i 

Colored. 

Aggre- 
gate. 

8,473 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  United  States... 

891 

866 

863 

3 

25 

25 

7,6«0 

7,594 

68 

813 

812 

1 

317 

317 

317 

2,768 

2,718 

2,704 

14 

50 

50 

Maine 

9 

9 

9 

53 

53 

53 

New  Hampshire 

Vermont 

Massachusetts 

53 

53 

,53 

367 

360 

353 

7 

7 

7 



30 
»C 
31 
98 

139 

30 
96 
31 
98 

126 

30 
96 

31 
98 

126 

229 

874 
417 
828 

1,376 

227 
874 
411 
793 

890 

225 
871 
411 

791 

890 

2 
3 

2 

2 

New  York 

Sew  Jersey 

6 

35 

486 

6 
35 

486 

2 

13 

13 

Delaware 

59 
11 
19 

59 
9 

17 

59 
9 
17 

645 
83 
198 

608 

608 

•       37 
72 

37 
83 
72 

District  of  Columbia. . . 

2 
2 

2 
2 

Virginia 

126 

126 

West  Virginia 

North  Caroliua 

13 
19 
16 
2 

340 

11 

14 
14 
2 

335 

11 
14 

14 

2 

332 

2 
5 
2 

2 
5 
2 

122 

108 

204 

16 

3,453 

49 
39 
68 

49 
39 
68 

73 

«9 

138 

16 

19 

73 

69 

136 

16 

19 

Georgia. .- 

Florida 

North  Central  division 

3 

5 

5 

3,434 

3,384 

50 

Ohio 

63 
15 
84 
16 
29 
52 
24 
42 

58 
15 
84 
16 
29 
52 
24 
42 

58 
14 
83 
16 
29 
52 
23 
42 

5 

5 

451 
111 
1,118 
139 
359 
606 
155 
423 

439 

109 

1,115 

139 

604 
155 
423 

431 
104 
1,109 
135 
3,59 
604 
137 
423 

8 
5 
6 
4 

12 
2 
3 

12 
2 
3 

Indiana 

1 
1 

Illinois 

■ 

2 

2 

Iowa 

1 

18 

North  Dakota 

South  Dakota 

2 
13 

66 

2 
13 

59 

2 
13 

59 

22 
69 

763 

22 
69 

510 

22 
60 

510 

Kansas 

9 

South  Central  division 

7 

7 

253 

5 
93 
57 
23 
54 
21 

252 

1 

Kentucky 

16 
34 
3 
3 
6 
4 

16 

30 
1 
3 
5 
4 

16 
■M 
1 
3 
5 
4 

328 
245 
57 
23 
,54 
56 

323 
li2 

323 
152 

5 
93 
56 
23 
54 
21 

Tennessee 

4 

2 

4 

Alabama 

I 

Mississippi 

Louisiana 

1 

1 



Texas  

35 

35 

Oklahoma 

Arkansas 

"Western  division 

29 

29 

29 

113 

108 

106 

2 

5 

5 



Montana 

Wyoming 



Colorado 



2 

2 

2 

New  Mexico 

Arizona 

Utah 

Nevada 

Idaho 

Washington 

Oregon  

11 
18 

11 

18 

11 

18 

34 

77 

34 

72 

34 

70 

California 

2 

5 
1 

5 

Alaska 

1 



1 

INSTITUTIONS. 


129 


Table  31.— ENROLLMENT  IN  PROFESSIONAL  SCHOOLS,  CENSUS  OF  1890— Continued. 


LAW. 

Instructors. 

Students. 

STATES  AND  TERRITORIES. 

Aggre- 
gate. 

White. 

Colored.               1 

1 

■White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Hale. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 
65 

Male. 

Fe- 
male. 

TheUnitt-a  States... 

341 

339 

338 

1 

2 

2 

4,744 

4,679 

4,664 

15 

64 

1 

121 

121 

121 

1,496 

1,493 

1,486 

7 

3 

3 

i 

32 

32 

32 

445 

445 

438 

7 

26 
53 

26 
53 

26 

111 
782 

111 
781 

111 

781 



53 

1 

1 

10 
61 

10 
60 

10 
60 

158 
1,011 

156 
970 

156 
970 

2 
41 

2 
40 

1 

1 

1 

1 

7 

7 
29 
4 
2 
4 
2 
12 

7 
29 
4 
2 
4 
2 
12 

99 
588 

208 

1              1" 
43 
30 
33 

97 
566 
208 
10 
35 
21 
33 

97 
566 
208 
10 
35 
21 
33 

2 
22 

2 
21 

29 
4 
2 
4 
3 

12 

1 

8 
9 

8 
9 

South  Carolina 

1 

1 

Georgia 

Florida 

123 

123 

122 

1 

1,795 

i 

1,782 

1,774 

8 

13 

1 

13 
3 

Ohio 

.17 

11 

17 

11 

14 

5 

7 

17 

i             20 

i              17 

16 
11 
14 
5 
7 
17 
20 
17 

1 

178 

80 

376 

175 

80 

i           374 

175 
80 
374 
525 
109 
133 
151 
150 

3 



14 

2 
6 

2 
6 

533    !           .527 

112    ;           112 
134  1             134 

2 
3 
1 
2 

Wisconsin 

7 

17 



Minnesota 

Iowa i              ''0 

i 

155 
150 

153 
150 

2 

2 



Missouri 

17 

North  Dakota 

*      ■ 

South  Dakota 

1 

Nebraska 

1 

15 

15 
23 

15 

77 
330 

77 
322 

77 

1 

South  Central  division 

24 

23 

1 

1 

322 

8 

8 

Kentucky 

3 

10 
3 
1 
5 

2 

3 

9 

3 

1 
3 
2 

3 
9 

1 
5 
2 

30 
132 
21 
16 
52 
79 

30 
124 
21 
16 
52 
79 

30 
124 
21 
16 
52 
79 

1 

1 

8 

8 

Alabama 

Mississippi 

Texas  

Oklahoma 



12 

12 

12 

112 

112 

112 



1 

il 

Colorado  

1 

i 

New  Mexico 

! 

" 

1 

Arizona 

I 

rtah 

i 

1                    j 



1 

1 

I 

1 

1 

Idaho  

i 

1 

1 

i 





Orej^on 

8 
4 

8 
4 

8 
4 

36 
76 

36 
76 

36 
76 

i 

t 

Alaska 

1 



1 

1                   1 

"   "         i- 

1 

ED- 


130 


EDUCATION. 

Table  ai.— ENROLLMENT  IN  PROFESSIONAL  SCHOOLS,  CENSUS  OF  1890— Continued. 


MEDICINE. 

Instructors. 

Students. 

STATES  AND  TERRITORIES. 

Aggre- 
gate. 

White. 

Colored. 

Aggre- 
gate. 

22,452 

Wlilte. 

Colored. 

1 
Total.         Male. 

1 

Fe- 
male. 

Total. 

Male. 

Ve- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

The  United  States . . . 

3,507 

3,476 

3,409 

67 

31 

31 

22,178 

21,003 

1,175 

274 

266 

8 

Nortli  Atlantic  division 

1,273 

1,273 

1,224 

49 

8,907 

102 

83 

222 

854 

8,868 

8,289 

579 

39 

35 

4 

Maine 

21 

15 

20 

187 

21 
15 
20 

187 

21 
15 

20 
185 

102 

83 

218 

848 

102 

83 

210 

782 

New  Hampshire 

8 
66 

4 
6 

4 
6 

2 

Rhode  Island 

Connecticut    

19 

674 

6 

331 

398 

19 

674 

6 

331 

394 

19 

643 

6 

315. 

390 

54 
4,719 

13 
2,360 

2,330 

51 
4,707 

13 
2,846 

2,214 

51 
4,413 

11 
2,637 

2,165 

3 
12 

3  I 

New  York 

31 

294 

2 
209 

49 

10  1               2 

New  Jersey 

1 

16 
4 

14 
116 

12  1             2 

South  Atlantic  division 

4 

4 

114               2 

Delaware 

1 

Maryland 

156 

125 

31 

156 
121 
31 

154 
121 
31 

2 

1,200 
424 
173 

1,200 
352 
173 

1,180 
335 
173 

20 
IT 

4 

4 

72 

70  i              2 

1 

North  Carolina 

7 
20 
59 

7 
20 
59 

7 
20 
57 

44 

79 

410 

44 

44! 

South  Carolina 

79 
410' 

79 

398 

1 

2 

12 

! 

Florida 

North  Central  division 

1,334 

1,334 

1,321 

13 

7,790 

7,774 

7,300 

474 

16 

15 

1 

Ohio 

273 

112 

410 

95 

4 

53 

93 

264 

273 

112 

410 

95 

4 

53 

93 

264 

271 

110 

410 

95 

4 

52 

91 

2 
2 

1,778 
357 

2,861 

742 

35 

144 

541 

1,269 

1,771 
356 

2,858 

738 

35 

144 

541 

1,269 

1,671 
345 

2,  650 

666 

34 

131 

513 

1,235 

.         100 
11 
208 
72 
1 
13 
28 
34 

7 
1 
3 

4 

7 
1 
3 
3 

Illinois 

Michigan    

1 

AVisconsin 

1 

9 

259                   5 

North  Dakota 

South  Dakota -     ^ 

18 

19 

18 
12 

265 

86 

112 

11 

18 
11 

265 

26 

37 

2,786 

26 
36 

2,684 

22 
33 

2,663 

4 
3 

21 

1 

1 

102 

18 
74 

1 
101 

South  Central  division         i           292 

27 

27 

1 

Kentucky |              94 

86 
112 

8 
17 

8 
17 

1,183 
996 

128 

1,167 
922 

128 

l,15l' 
919 

128 

16 
3 

17 
74 

1 

Alabama  ...                                 11 

Mississippi ' 

T^oiiif^iann 

29 
11 

27 
11 

2 

2 

386 
13 

376 
13 

374 
13 

2 

10 

10 

Texas  

18 
210 

18 
210 

18 
209 

78 
339 

78 
638 

78 
586 

1 

52 

1 

1 



53 

53 

53 

106 

106 

97 

9 

Utah 

i 



1 



i 

1 

i 

■ 

Oregon 

35 
122 

35 
122 

1             35 
1            121 

1 

70 

463 

1 

70 
462 

57 
432 

13 
30 

1 

1 

1 

1  t ;... 

1 

i 

i 

I'""' !!"■' 

1 

INSTITUTIONS. 

Table  ai.— ENROLLMENT  IN  PROFESSIONAL  SCHOOLS,  CENSUS  OF  1890— Continued. 


131 


TRAIMINO  OF  NURSES. 

Instructors. 

Students. 

STATES  AND  TERRITORIES. 

Aggre- 
gate. 

I 

White. 

Colored. 

Aggre- 
gate. 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 
1,841 

Male. 

Fe- 
male.   1 

Total. 
29 

Male.     ^. 

The  United  States... 

449 

449 

291 

158 

1,870 

133 

1,708 

29 

North  Atlantic  division 

323 

323 

199 

121 

1,454 

1,4.35 

114 

1,321 

19 

19 

■ 







6 

99 
3 
2 

124 
17 
72 

6 

99 

3 

2 

124 

17 
72 

7 

.5i              1 
60               :in 

17 

393 

23 

67 

16 
375 

23 

67 
545 

30 
379 

33 

16 
346  1 

23  1 

67; 

510 

1 
30 

329 
33 

1 
18 

1 

29 

18 

3 
37 

545 

35 

13  i                4  ; 
34                    38  ! 



30 
379 

43 

50 

South  Atlantic  division 

7 

7 

10 

10 

1 

District  of  Columbia... 

7 

: 

1 

7 

36 

26 

26 

10 

10 



;| 



7 

7 

7 

North  Central  division 

110 

110 

78 

-       32 

336 

336 

19 

317 

12 
3 

12 
52 

12 
3 

12 
52 

9 

3 
3 
2 
14 

18 
21 
90 
151 

18 

21 

90 

151 

2 

10 

9J 

10 
38 

17 

134 

17 

17 

9 

8 

38 

38 

38 

li. 



19   1                     9 

18 

18 

18 

ii 

South  Dakota 

i 



i 

1 



South  Central  divi-sion 

8 

8 

7 

1 

7 

7 

7 

1 

1 >■■■ 



i 

8 

8 

1 

7 ;           1 

' 

7 

7 

7 

! 

j 

1 

! 

1 

1 



1 

1 

30 

30 

30 

! 

1 

1 





i 

Utah                                                      ' 

1 

1 

1 

! 

1 

1 

1 



) 

ij 

; 

1 



rHlifnrnia 

1  !|           1 

1 

1 

30 

30 

30 



132 


EDUCATION. 

Table  81.— ENROLLMENT  IN  PROFESSIONAL  SCHOOLS,  CENSUS  OF  1890— Coutiimed. 


TECH-NOLOGY. 

Instructors. 

Students. 

STATES  AND  TERRITORIES. 

Aggre-    i 
gate. 

White. 

Colored. 

Aggre- 
gate. 

7,128 

"White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

Wo 

Male.   1        ," 
male. 

1 

Total. 

Male. 

Fe- 
male. 

Total. 

1 

The  United  States   .. 

953  \ 

953 

931 

22 

7,125 

6,935 

190 

3 

3 

North  Atlantic  division  . . 

555 

555 

553 

2 

4,354 

4,351 

4,280 

71 

3 

3 

' " 

Maine 

New  Hampshire 

17 

17 

17 

73 

73 

73 



154 

151 

152 

2 

1,203 

1,201 

1,136 

65 

2 

2 

Ivhode  Island 

38 
191 

68 

87 

127 

38 

191 

68 

87 

127 

38 

191 

68 

87 

127 

343 

1,478 

397 

860 

803 

343 

1,477 
397 
860 

803 

343 

1,477 

397 

854 

803 

New  York 

1 

1 

New  Jersey 

Pennsylvania 

6 

South  Atlantic  division  ... 

■■ 

Maryland 

70 

70 

70 

258 

258 

258 

i 

District  of  Columhia  . . 

1 

Virginia 

28 
6 

28 
6 

28 
6 

1 

238 
14 

238 
14 

238 
14 

t 

I-- 

North  Carolina 

r 

9 
14 

9 

14 

9 
14 

154 
139 

154 
139 

154 
i:!9 

Georgia 

Florida             

1 



1 

209 

25 
55 
12 
21  ! 
22 
12  ' 
10 
33 

209 

25  ' 

55 

12 

21 

22 

12 

10 

33 

193 

19 
47 
12 
20 
22 
12 
10 
33 

16 

1,592 

131 
468 
215 

1,592 

131 
468 
91.'-, 

1,493 

99 





Ohio 

6 

8 

131 

422 

215 
210 
li:i 
no 

00 
168 

46 

Illinois 



1 

219                219 



113 
135 
66 
186 

113 

135 

66 

186 

25 

8 

South  Dak'jta  . 

5 



5 

5 

26 

26 

16 

10 

14 
39 

14 
39 

13 
39 

1 

33 
212 

33 
212 

33 
212 

1 

South  Central  division 

i 







27 

27 

27 

106 

106 

106 

1 

1 

i 

6 

6 

6 

j 

14 

14 

14 

1 

1 

■ 



6 
23 

6 
23 

6 

92 

i           167 

j             92 
167 

92 

147 

j 

4 

20 

1 

1 

1 

1 

! 



7 

7 

7 

54 

54 

54 

1 

... 

i 

1 

Utah 

1 

[ 

t 

t 

1 


5 

5 

5 

j 

9 

9 

9 
1 

i 

j 

j 

1 

i        1 

■               " 

11 

7                 4 

1U4 

104 

84 

20 

. 

1 

1 

■ 

1 

INSTITUTIONS. 

Tabu.:  21.— ENROLLMENT  IN  PROFESSIONAL  SCHOOLS,  CENSUS  OF  1890— Continued. 


133 


, : 

PEDAGOGY. 

Instructors. 

Students. 

STATES   AND  TERRITORIES. 

Aggre- 
gate^ 

White. 

Oolort'tl. 

i 
Aggre- 
gate. 

^\■]uu■. 

Colored. 

Total.    1 
1,617 

Male. 

Fe- 
male. 

■  Total. 
171 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

1,446 

1 

Fe- 
male. 

The  United  Slates... 

1,788 

767 

850 
359 

87 

84 

36,897 

33, 731 

13,297 

20,434 

3,166 

1,720 

North  Atlantic  division  . . . 

604 

31 

6 

21 

74 

9 

32 

187 

30 

214 

186 

604 

31 
6 

21 

74 
9 

32 
187 

30 
214 

113 

245 

13,015 

13,008 

841 
102 
629 

1,332 
214 
379 

3,710 
266 

5,535 

1,735 

3,949 

9,059 

7 

s 

Maine 

13 
4 
5 

22 
3 
6 

61 

12 
116 

52 

18 
2 

10 
52 
6 
26 
123 
18 
08 

61 

841 
102 
629 

1,334 
215 
379 

3,712 
266 

5,  537 

3,041 

244 

2 

210 

128 

6 

4 

790 

19 

2,546 

757 

597 
100 
419 

1,204 
208 
375 

2,920 
247 

2,989 

978 

New  Hampshire 

t 

■ 

1 



2 

1 



2 

1 

New  York 

. 

2 

1 

1 

1 

2 
1,306 

571 

2 

South  Atlantic  division 

73 

35 

38 

735 

1 

26 

26 

42 

50 

19 

9 

7 

6 

638 

110 
86 
66 
29 
86 
50 
40 
76 
11 
38 
24 
22 

272 

11 
67 
109 
23 
20 
32 

1 
21 
10 
26 
46 
1 
5 

1 
9 
2 
U 
26 

[ 

11 
546 
302 
750 
053 
248 
145 
11 
75 

15,948 

3,639 

2,743 

1.270 

807 

1,458 

829 

1,147 

1,901 

110 

605 

502 

937 

3,422 

11 
414 

40 
385 

774 

2 

95 

5 

176 

415 

9 

319 

35 

209 

329 

■ 
12 

8 

15 

20 

1 

* 

5 
10 
16 
4 
18 
4 
7 
3 

7 

6 
10 

2 

10 
3 
2 
2 

5 

5 

« 

2 
8 
1 
5 
1 

2 

132 

262 

365 

179 

248 

!)9 

11 

10 

80 

51 
147 
115 

90 
97 

57 

40 

81 

District  of  Columbia  . . 

115 
230 

West  Virjriuia 

89 

1.51 

1 

id 

46 

42 

4 

3 

631 

110 
86 
66 
29 
86 
50 
40 
69 

11 
38 

;: 

181 

c 

34 

57 
21 
20 
23 

2 
351 

1 

280 

65 
15,  868 

34 
7,589 

31 

8,279 

3 

North  Central  division 

40 

Ohio 

80 
55 
26 
17 
36 
16 
17 
31 

8 
23 

8 
14 

76 

30 
31 
40 
12 
50 
34 
23 
18 

,: 

16 
8 

105 

3,639 

2,734 

1,251 

807 

1,458 

829 

],147 

1,849 

110 

605 

502 

937 

1,649 

2,467 
1,531 
427 
283 
519 
241 
428 
898 
36 
232 
173 
354 

670 

45 
173 
195 
121 

33 
103 

1,172 
1,203 
824 
524 
939 
588 
719 
951 
74 
373 
329 
583 

979 

37 
265 
2,')5 
110 
102 
210 

'            9 
1           '' 

4 

13 



\ 

7 

5 

2 

52 

30 

22 

North  Dakota 

South  Dakota 

1 

* 

Xansas 



i . 

South  Central  division 

91 

47 

44 

i 

1     1,773 

834 

039 

3 

23 
20 

15 
8 

7 

3 
31 
37 

6 
12 
16 

5 
13 
52 

2 

4 

7 
25 

1 

1 
6 

27 

1 

134 
724 
1,381 
494 
135 
455 

82 
438 
450 
231 
135 
313 

52 
286 
931 
263 

26 
110 
419 
133 

26 

176 

512 

■  130 

Louisiana. 

9 

3 

6 

142 

89 

,'.3 

10 
88 

■""■|     

10 

7 

3 

1,471 

99 

.57 

42 

88 

43 

45 

1,471 

332 

1,139 



MnTTatin                  ■     ■ 

AVvoming 

1 

1 

; 

20 

20 

11 

9 

91 

91 

20 

71 

1 
3 
4 



1 

3 
4 

1 
3 
2 



! 

28 
94 
36 

28 
94 
36 

12 
49 

16 
45 
36 

Utah 

! 

2 

Idaho 

1 

AVashington 

8 
10 
42 

8 
10 
42 

5 

3 

16 

3 

5 

20  1 

1 

79 
210 
933 

79 
210 
933 

24 
102 
125 

35 
108 
808 

Oregon 

1 

1 

Ciilifornia 

1. 1 

I! 1 

:, 1 

"  1 

1 

i 

134 


EDUCATION. 


Table    aa,— PUBLIC    SCHOOL    ENROLLMENT    IN  CITIES   WITH    10,000   INHABITANTS  AND   OVER,  CENSUS  OF   1890,  AS 

DERIVED  FROM  THE  REPORTS  OF  SCHOOLS. 


TEAIIIERS. 

PUPILS. 

STATES  AND  CITIES. 

Agere- 
gate. 

White. 

Colored. 

Fe- 
male. 

Aggre- 
gate. 

3,338 

3,709  i 
1,757  ' 

1,928 
4,061 

White. 

Colored. 

Total. 

Male. 

Fe- 
male. 

Total. 

1 

19  1 

.  22  1 

12 

8 
19 

Male. 

5 
5 

3 

Total. 

1,876 

2,559 

,       1, 123 

1,432 
2,531 

Male. 

Fe- 
male. 

1,001 
1,348 

Total.  1 

1 

Male. 

664 
538 

Fe- 
male. 

Alabama : 

Birmingham 

59 
85 
38 

E>8 
57 

40 
43 
28 

30 
38 

5 
9 

1 

4 

4 

35 
34 
25 

20 
34 

14 

1' 
10 

1 

6 
16 

875 
1.211 

1,462 

1,150 

634 

4<ia 

1,.530 

798 
612 

Mobile 

Montgomerv 

Arkansas : 

701 
1,221 

731 
1.310 

1 

2;ia 
65:1 

260 
877 

Little  Rock 

California: 

Alameda  (a) 

Fresno  (6) 

30, 
160 
158 
110 

62 
859 

64 

48 

31 

214 

22 

62 

39 

149 
52 
30 

189 
87 
45 

319 
54 
56 
87 
52 
87 

175 

30 
160 
158 
110 

62 
859 

64 

48 

31 

214 
22 
82 

39 

149 

52 

30 

189 

87 

45 

319 

54 

56 

87 

52 

87 

158 

4 
10 
18 
9 
3 
65 
10 
12 

4 

22 

2 

9 

3 
8 
4 
4 

2fl 
9 
3 

24 
6 
9 
8 
8 
5 

4 

26 
150 
140 
101 

59 
794 

54 

36 

27 
192 
20 
53 

36 
143 
48 
28 

160 
78 
42 
'295 
48 
47 
79 
44 
82 

,54 

1,386 
8,288 
9,565 
5,051 
3, 576 
42,926 
3,399  ^ 
2,833 

1,812  , 
14,009 
1,058 
2,849 

1.  820 

1,386 
8,118 
9,472 
5,051 
3,498 
42,706 
3,377 
2,833 

1,  812 

13,645 

990 

2,800 

682 
4,088 

c4,  987 
2,213 
1,687 

22,  673 
1,730 
1,334 

876 
6,749 

480 
1,400 

704  I 
4.028  1 
4,505 
2,838 
1,811 
20,  033 
1,647 
1,499 

936 

8,898 

510 

1.400 

Los  Angeles 

172 
93 

8,5 
.51 

87 

Oakland 

I 

42 

Sacramento 

78 

220 

22 

108 

i 

San  Jose 

15 

Stockton 

Colorado : 

Colorado  Springs  (6). .. 

364 

68 
49 

172 
40 

23 

192 

Leadville 

'>8 

Pueblo  (/)  

26 

Connecticut: 

' 

7,836 
3,980  ' 

7,702 
3, 929 
1,280 

3,739 
1,938 

3,963 
1,993 

134 
51 

55 
24 

79 

27 

Greenwich 

1,280 
7,643 
4,355 
4,068 
15,573 
2,688 
2,730 
3,433 
1,975 
5,019 

9,184 

4,341 

■ 

2,049 

2,292 

14 

8 

8 

:New  Haven  (g) 

15,083 
2,632 
2,730 

7,679 
1,285 

7,384 
1,347 

510 
56 

260 
24 

200 

:i2 

Norwich  (b) 

Stamford 

Delaware : 

•      17 

17 

8,033 

1,151 

District  of  Columbia: 

Florida : 

67 
28 
28 

135 
71 
44 
48 
88 

28 
72 
50 

77 
29 

2,842 
.-)8 

1              ^* 
39 

57 

1 

40 

1              53 

35 

18 
17 

1              «» 
53 

6 
4 

:             1 

i            11 
6 

29 
14 
16 

84 
47 

32 

10 

u 

40 
18 

8 

2 
4 

4 
4 

24 

8 
7 

36 
14 

2,559 
1,235 
1,473 

7,880 
3,808 
2,444 
2,042 
4,387 

1,515 

3,234 

2,430 

3,391 

1,.517 

135,  551 

2,719 

3,118 

1,594 

2,678 

1        1,852 

'        2, 308 

i        1,901 

igolians. 

ored  pupil 

jred  jinpils 

1,079 
637 

677 

5,546 
2, 171 
i        1, 234 
1,  521 
2,945 

1,375 

3,193 

!        2, 401 

3,316 

929 

134,  327 

2,699 

2,998 

1,450 

2,649 

1,652 

2,156 

1,725 

i  estimated 
and  ratio  ( 

555 
267 
332 

2,  522 

898 

.545 

727 

:          1,377 

651 
1,619 
1,284 
1,623 

435 

66,  461 

1,374 

1,498 

746 
1,363 

815 
1.051 

8,39 

524 
370 
345 

3,024 

1,273 

689 

794 

1,568 

724 
1,574 
1,117 
1,693 

494 

67,866 

1,325 

1,498 

704 
1.286 

837 
1,105 

886 

1,480 
598 
796 

2,334 
1,637 
1,210 
,521 
1,442 

140 

41 

1 

29 

75 

588 

1,224 

20 
120 
144 

29 

6HII 
277 
381 

1,094 
692 
484 
229 
620 

04 

20 

!l 

37 

297 

612 

10 

45 

71 

14 

790 

Kev  West 

321 

Pensacola 

41£ 

^.Georgia; 

Atlanta 

1.240 

945 

726 

TWqnAn         

39 
64 

28 
72 
50 

77 

19 

2,842 

58 

48 

36 

I             57 

40 

.53 

\.               40 

idinj^coun 

2 

1                9 

3 

5 

12 

'               2 

1 
1            175 
i               8 

;          6 

8 
2 
4 

i               3 
1               2 
ty  or  Distr 

37 

55 

25 
67 
38 
75 
18 
2,067 
50 
42 
28 
55 
36 
50 
38 
ict. 

9 

24 

1 

3 
6 

i 

6 

18 

292 

822 

Illinois: 
Alton 

70 

1 

21 

Belltwille 

i 

20 

Bloomiugtou  (/) 

Cairo 

38 

10 

1 

9 

291 

012 

Danville 

Decatur  ( f  \ 

10 

i 

75 

East  St.  Lojiis 

Elgin 

Freeport 

Oalesburg 

3 

2 

j 

1 

73 
15 

152 
176 

70 
78 

t  attend 

82 

1 

98 

a,  Hot  reported  diHtinet  from  incl 
h  Includes  uiiseparated  colored. 
c  Includes  12  .TapancHC. 
d  Includes  12  Moiigcdians. 

t  Incluc 
/Numb 
g  Xunilj 

.es  9  Moi 
cr  of  col 
er  of  ool 

from  present  attendance. 
>f  sexee  estimated  from  i>rescn 

nice. 

INSTITUTIONS. 


135 


Table  aa.— PUBLIC  SCHOOL  ENROLLMENT  IN   CITIES  WITH  10,000  INHABITANTS  AND  OVER,  CENSUS 

OF  1890— Continued. 


TEACHERS. 

, 

PUPILS. 

ST.\TES  A.ND  CITIES. 

Aggre-    ! 
gate. 

White. 

Colored. 

i 

Aggre- 
gate. 

White. 

Colored. 

Total,    j 

Kale. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

1 
Total. 

Male. 

1 
Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Illinois— Continued. 

Joliet 

65 

44 

142 

67 

78 
48 
80 
43 

17' 
46 

162 

114 

314 
43 
59 
40 
24 
39 
60  1 
62  I 
57  j 

120 

82 
84 
54 
75 
119 
184 
93 
52 
51 
50 
96 

40 

41 
104 

57 
120 

90 

66 
62 
430 
56 
33 

10 

422 

19 

59 
44 
93 
51 
69 
167 

1,187 
26 
38 

65 
44 
142 
03 

78 
48  . 
80 

43  1 

! 

17  \ 

46] 

143 

114 

300 

36 

58 

40 

24 

39 

60 

62 

57 

114 

82 
84 
54 
75 
119 
184 
93 
52 
51 
50 
96 

30 
34 
88 
45 
100 
90 

60 
42 
349 
55 
24 

6 
396 

i             10 

1 
1 

59 

S 

;        51 

69 
167 

1,171 
23 
35 

2 
3 
13 
3 
3 
4 
8 
1 

10 
5 

15 
5 
5 
5 
4 
3 

10 
5 
6 

10 

15 

1 
2 

5 
13 

7 
11 
11 

5 

63 
41 
129 
60 
75 
44 
72 
42 

14 

42 

133 

109 

285 

31 

53 

35 

20 

36 

50 

57 

51 

104 

67 
83 
52 
70 
106 
177 
82 
41 
46 
50 
92 

25 
29 
73 
40 
88 
73 

54 
40 
325 
53 
19 

5 
378 

7 

56 
40 
89 
44 
65 
156 

1,060 
20 

27 

3,580  ; 
2, 126  : 
7,561 
4,095 
3,780 
2,340 
3,659  1 
2.282 

1,180 

2,165    : 

6.476 
4,564  i 
16,276  1 
2,505  i 
7, 139 
2,  073 
1,137 
2.035 
3,299 
2,689 
2,881 
5,012 

4,199 
3,720 
2,692 
3,609 
4,  629 
'        7,704 
.4,701 
2,317 
2,028 
2,462 
4, 287 

2, 182 
2,  638 
:        5, 677 
3,390 
6,311 
4,804 

4,018 

2,905 

j      22, 624 

;        3, 273 

1,  979 

5.35 

23,  346 

722 

1,820 
j        1, 879 
3,052 
1,930 
2,828 
6, 167 

:      48,850 
1,724 
1, 671 

3,580 
2,096 
7,448 
3,805 
3,755 
2,307 
3,159 
2,280 

1,180 
2,161 
5,594 
4,550 
14,  799 
2, 131 
7,0J9 
2,048 
1,132 
1,951 
2,863 
2,463 
2,788 
4,758 

4,099 
3, 669 
2,649 
3,590 
4,573 
7,627 
4,664 
2,096 
2,018 
2,420 
4,277 

1,639 
2, 227 
4,877 
2,726 
5, 134 
4,651 

3,674 
2,008 
17, 795 
3,198 
1,363 

316 

17,966 

310 

1,820 
1,875 

1,823 
1,014 
3,586 
1,855 
1,870 
1,147 
1,619 
1,136 

542 

1,090 

2,828 

2,178 

6,768 

1,119 

3,419 

989 

.556 

963 

1,420 

1,179 

1,330 

2,388 

2,161 

1,  843 
1.320 
1,721 

2,  335 
3,655 
2,342 
1,075 

1,757 
1,082 
3,862 
1,950 
1,885 
1,160 
1,540 
1,144 

638 
1,071 
2,766 
2,372 
8,031 
1,012 
3,580 
1,059 
576 
988 
1,443 
1,284 
1,458 
2,370 

1,938 
1,826 
1,329 
1,869 
2,238 
3,972 
2,322 
1,021 

30 
113 
290 

25 

33 
500 
2  1 

15 
57 

140 
12 
13 

243 
1 

15 

Peoria  (a) 

56 

4 

1 

3 

150 

Rockford 

13 

Rock  I..*land  (a) 

20 

Springfiel.l 

Streator    

257 

1 

Indiana: 

Elkhart 

4 

882 

14 

1,477 

374 

80 

25 

84 
436 
226 

93 
254 

100 
!         51 
1         43 

i          ^« 
i          56 

!          77 

!          37 

221 

10 

42 

10 

543 
i        411 

800 

664 
1, 177 

153 
. 

i        344 

897 

4,829 

i          '' 
816 

219 

5,380 

412 

1 

450 

6 

632 

185 

45 

15 

3 

41 

212 

103 

33 

1        118 

50 

1         27 

1          20 

11 

29 

40 

16 

{          95 

3 

19 

8 

11 

432 

8 

Indianapolis  (a) 

Jefferaonville 

14 

7 

1 

3 
3 

1 

11 

4 

845 

189 

35 

Logansport 

10 

Michigan  city 

2 

Muncie 

43 

New  Albany 

224 

Richmond 



123 

60 

6 

5 

1 

136 

Iowa: 

50 

Cedar  Kapids 



21 

23 

Council  Bliiffa 

8 

Davenport 

27 

Deft  Moines  (d) 

37 

Dubuque  

21 

126 



Ottumwa 



1,200 
2,107 

789 
1,211 
2,400 
1,344 
2,501 
2.239 

1,220 
2,170 

850 
1,016 
2,477 
1,382 
2,633 
2,412 

20 
6 

263 
184 
350 
310 
547 
79 

22 

4 

5 
5 
15 
5 
12 
17 

6 

2 

24 

2 

5 

1 

18 
3 

3 

* 
4 

7 

4 

'            111 
3 

]                8 

4 

Kansas: 

Atchison 

10 
7 
10 
12 
20 

2 
1 
6 
3 
11 

8 
6 
10 
9 
9 

280 
227 

Kansas  city 

Leavenworth 

Toneka                            

450 
354 
630 

Wioliita(n) 

74 

Kentucky : 

6 

20 

81 

1 

9 

4 

26 

9 

2 
3 
13 
1 
5 

2 
5 
6 

4 

17 
68 

4 

2 

21 

3 

!        1,021 

1       8, 778 
j        1,511 

987 
9,017 
1.687 

395 

2,154 

34 

502 

2,675 

41 

Louisiana: 

i 

1            157 

8,588 

168 

870 
949 

159 

9, 378 

142 

950 
926 

105 

2,  .595 

198 

114 

2,785 

214 

Maine : 

Auj^usta 

* 

1 

3 

Hiddeford 

1,930 
2,821 
6,150 

42,101 
1,539 
1,488 

1.065 

1,402 
3,550 

21, 096 
775 
754 

865 
1,419 
2.600 

21,005 
764 
734 

1 

Lewiston 

7 
17 

6,749 
185 

183 

4 

13 

3,073 

'          98 

89 

3 

Portland  (a) 

4 

Maryland: 

Baltimore 

Cumberland 

Hagerstown 

16 
3 
3 

3 
2 
1 

13 
1 

2 

3,676 
87 
94 

a  Number  of  colored  pupils  estimati! 
b  Includes  iinst'parated  colored, 
c  Number  and  sex  of  colored  jiupils 


1  from  i)resi'nt  attendance. 
I'.stiuiated  i'voni  present  attendance. 


d  Colored  pupils  reported  by  East  Des  Moines. 
e  Sex  and  color  of  pupils  estimated  from  present  attendance. 


136 


EDUCATION. 


Table  93.— PUBLIC  SCHOOL  ENROLLMENT  IN  CITIES  WITH  10,000  INHABITANTS  AND  OVER,  CENSUS 

OF  1890— Continued. 


STATES  ANU  CITIKS. 


Massachusetts : 

Beverly  (a) 

Boston 

Brockton  (!/) 

Brookline 

Cambridge  (c) 

Chelsea  (d) 

Chicopee 

Clinton ■ 

Everett 

FallKiver 

I'itchburg 

(lloucesler  (c) 

Haverhill 

Holyoke 

Hyde  Park 

Lawrence  (rf) ■ 

Lowell 

Lyiiii 

Maiden 

Marlboro 

Medford 

Jvew  Bedford  (e) 

Newburyport  (/) 

Newton  (c) 

North  Adams  (/J 

Northampton  (d) 

Peabody 

Pittsficld 

Quincy 

Salem  {g) 

Somerville  (/) 

SpringfleldtO 

Tannton 

"Waltham  (<;) 

Weymouth 

"Woburn 

"Worcester , 

Michigan : 

Alpena 

Battle  Creek  (/) 

Bay  city  (/) 

Detroit  (c) 

Grand  Rapids 

Isbpeming 

Jackson  

Kalamazoo  (/) 

Lansing 

Manistee 

Menominee 

Muskegon 

Port  Huron 

Saginaw  {h) 

"West  Bay  city 

Minnesota : 

Diiliith 

Minneapolis  (c) 

St.  Paul 

Stillwater  (a) 

"Winona  (c) 

a  Number  of  pupils  and  ratio  of 
6  Sex  estimated. 
c  Includes  unseparated  colored . 
d  Number  of  colored  pupils  and 
attendance. 


TEACHEES. 


Aggre- 
gate. 


43 

1,380 

85 

67 

251 

103  i 

35 

33 

42 

235 

83 

104 

95 

103 

41 

137 

205 

166 

89 

54 

46 

135 

38 

107 

67 

71 

44 

85 

66 

102 

142 

153 

98 

62 

52 

26 

323 

30 
49 

87 

491 

228 

23 

45 

70 

38 

51 

30 

101 

40 

172 

57 

70 
509 
454 

42 


White. 


Total. 


43 

1,379 

85 

67 

251 

101 

35 

33 

42 

235 

83 

104 

95 

103 

41 

137 

205 

165 

89 

54 

46 

135 

38 

107 

67 

71 

44 

85 

66 

102 

142 

152 

98 

62 

52 

26 

321 

30 
49 
87 

491 

228 
23 
45 
70 
38 
51 
30 

101 
40 

172 
57 


Male. 


2 

168 

9 

8 

21 

U 
3 
1 
3 

14 
7 
5 
6 

U 
8 
7 

15 

10 
6 
2 
7 
9 
5 

17 
2 
4 
5 


Fe- 
male. 


41 

1,211 

76 

59 

230 
90 
32 
32 
39 

221 
76 


92 

33 

130 

190 

153 

83 

52 

39 

126 

33 

90 

63 

67 

39 

80 

60 

94 

131 

144 

87 

57 

45 

22 

292 

27 
47 
82 
470 
220 
22 
43 
68 
37 
47 
29 
94 
39 
157 
52 


Colored. 


Total. 


70 
509 
452 

42 

60 
sexes  estimated  from  present  attendance. 


67 

i'M) 

406 

39 

57 


Male. 


Fe- 
male. 


1| 


Aggre- 
gate. 


3, 
2, 

10, 
5, 
1, 
1, 
1 

11, 
3, 
4, 
3, 
4, 
1. 
«, 

11, 
8, 
3, 
2, 
2, 
5, 
1, 
4, 


2, 
3, 
3, 
4, 
7, 
6, 
4, 
2, 
2, 
2, 
14, 


,766 

,798 
892 
007 
335 
389 
781 
654 
998 
124 
725 
137 
832 
798 
993 
285 
149 
,W0 
692 
380 
186 
696 
737 
363 
631 
509  I 
129  ; 
360 
287 
111 
757 
266 
368 
145 
202 
529 
933 


White. 


1,540 
2,250 
4,188 
23,916 
10,  732 
1,721 
2,109 
3,289 
2,322 
2,649 
1,725 
5,171 
2,234 
7,866 
2,837 

3,197 

20, 592 

16,442 

1.749 

2,930 


TotaJ. 


1,754 

67,  746 

3,890 

2,007 

10,335 

5,289 

1,781 

1,654 

1,985 

11, 112 

3,720 

4,137 

3,779 

4,798 


Male. 


6,276 
11, 134 
8,550 
3,676 
2,372 
2,179 
5,436  ' 
1,726  ; 
4,  .363  ' 
2,619 
2,  500 
2, 129 
3,309  i 


4,076 
7,737 
6,066 


2,137 

2,186 

2,515 

14,757 


2,187 
4,156 
23,  916 


1,721 
2,042 
3,214 
2,262 
2,648 
1,725 
5,171 
2,230 
7.852 
2,837 

3,191 

20,  592 

16,  322 

1,737 

2,930 


858 
609 
022 
982 
141 
740 
919 
895 
925 
835 
917 
095 
870 
570 


Fe- 
male. 


896 

32, 137 

1,868 

1.025 

5.194 

:i,549 

862 

759 

1,060 

5,277 

1,803 

2,042 

1,009 

2,228 


Colored. 


Total. 


12 

1,032 

2 


100 


Male. 


Fe- 
male. 


3,255 
5,700 
4,354 
1,834 


3,021 
3,434 
4,196 
1,842 


33 


1,090 
2.640 
867 
2,185 
1,352 
1,214  j 
1,016 
1,641 


2,383 
4,057 
2,801 


1,074 
1,090 
1,450 
7,679 


1,089 
2,796 
859 
2, 178 
1,267 
1,286  I 
1,113  ' 
1,6< 


260 

U 


12 
9 


1,693 
3,680 
3,265 


51 


35 

20 

200 


1,063 
1,096 
1,063 
7,078 


12,  300 


848 
958 
1,547 
1,000 
1.370 
850 
2,571 
1,130 
3,959 
1,411 

1,654 
10,270 
8,116 
799 
1,300 


1,351 
2,088 
11,016 


873 
1,084 
1,667 
1,262 
1,278 

875 
2,600 
1.100 
3.893 
1,426 

1,537 

10,  322 

8,206 

938 

1,630 


18 

14 

176 


63  i 
32 


67 

75 

60 

1 


55 


4 

10 


110 


22 


20 
10 

100 


547 
2 


10 
100 


6 
9 

4 
96 


24 
17 


34 
45 
40 


4 

2 

2 

14 

6 

8 

6 

4 

2 

120 

58 

62 

12 

7 

5 

ratio  of  8ex:e8  estimated  from  present 


e  Sex  and  color  of  pupils  estimated  from  present  attendance. 
/;N"umber  of  colored  pupils  estimated  from  present  attendance. 
g  Number  and  sex  of  colored  pupils  estimated  from  i)rcsent  attendance. 
h  West  Saginaw  reported  only  total  enrollment;  sex  estimated  from  report  of 
East  Saginaw,  color  from  East  Saginaw  only. 


INSTITUTIONS. 


137 


Table  a2.— PUBLIC  SCHOOL  ENROLLMENT  IN  CITIES  WITH  10,000  INHABITANTS  AND  OVER,  CENSUS 

OF  1890— Continued. 


TEACBERS. 


STATES  AND  CITIES. 


Mississippi : 

Meridian 

Natchez 

Ticksburg 

Missouri; 

Hannibal 

Kansas  city 

St.  Joseph 

St.  Louis 

Sedalia 

Springfield 

Montana: 

Bnttc  city 

Helena  (a) 

Nebraska : 

Beatrice 

Hastings 

Lincoln  

Nebraska  city  . . . 

Omaha 

New  Hampshire: 

(;oncord  (a) 

Dover  

Manchester 

Nashua 

New  Jersey : 

Atlantic  city 

Bayonne 

Bridgeton  

Camden 

Elizabeth 

Hoboken 

Jersey  city 

MillviUe 

Newark 

New  Brunswick  . 

Orange 

Passaic 

Paterson 

I'lainfleld  (a) 

Trenton 

Union 

New  York : 

Albany  

Amsterdiim 

Auburn  («) 

Binghamton  (a)  . 

Brooklyn  (&)  

Buffalo 

('oboes 

Elmira  (a) 

(iloversville 

Hornellsville 

Ithaca  

.lamestown 

Kin;iston 

Lan.singbiirg 

Ijockport 

Long  Islaiul  city. 

Middletown 

Newburg 

New  York  (c) 


Aggre- 
gate. 


Total. 


36  i 
■28  I 

27  I 

45  I 
287  I 
132 
1,154 
54 
50 

50 
33 

32 

28 

•16 

32 

282 

38 
40 


35 
54 
31 

177 
77 

120 

403 
41 

443 
53 
47 

38  I 
224  i 

40 

137  • 
31 

278 
42 

102 

102 
1,958 

715 
55 
98 

39  j 

40  ' 
37  ' 
77  I 

71  ; 

44  I 
54 
105 
36 
83 
3,706 


15 
16 

36 

257 

117 

1,058 

48 

44 

50 
33 

32 
28 
96 
32 
282 

38 
40 
75 
73 

35 
54 
31 

161 
77 

120 

403 
41 

439 
53 
47 
38 

224 
40 

134 
31 

278 
42 

102 

102 
1,940 

715 
55 
98 
39 
40 
37 
77 
71 
44 
54 

105 

36 

83 

3,69<1 


White 


Male. 


Fe- 
male. 


14 
15 

33 
227 
109 
1,004 
47 
42 

43 
31 


4 
4 
1 

7 
329 


Colored. 


Total. 


8 
13 
11 

9 
30 
15 


Male. 


34 

49 

,  28 

156 
73 

112 

385 
36 

405 
49 
43 
37 

209 
37 

129 
28 

255 


,860 
668 
54 
93 
36 
39  I 
34'' 
75  ' 
54 


50 
101 
35 
76 
3,361 


18 


Fe- 
male. 


14 


16 


Aggre- 
gate. 


1,500 
1,288 
1,466 

2,438 
17.808 

6,813 
58,  316 

2,955 

4,512 

2,  447 
1,595 

1,892 
1,550 
5,359 
1,341 
13, 279 

4,202  ! 
1,521 

3,787  ! 


1,935 
2,859 
2,005 

11,523 
4.420 
6,453 

22,294 
1.833 

25, 137 
2,492 
1,964 
2,056 

12,024 
1,617 
6,935 
1,862 

14,389 
2,639 
3,534 
4,763 

110,  722 
34,583 
2,619 
4,629 
2,507 
2,097 
1,871 
2,720 
3,666 
1,731 
2,730 
6,403 
1,946 
3.437 

197,945 


Total. 


1,014 
538 
680 

1,914 
15,698 

6,139 
53,294 

2,511 

3,960 

2,425 
1,560 

1.870 
1,534 
5,200 
1,322 
12,891 

4.198 
1,514 
3,783 
2,692 

1,795 
2,844 
1,927 

11, 033 
4,299 
6,449 

21,  733 
1,804 

21,264 
2.409 
1,833 
1,991 

11,  743 
1,607 
6,814 
1,862 

14,  339 


3,459 
4,722 
109, 086 
34,408 
2,619 
4,  528 
2,488 
2.091 
1,838 


White. 


Male. 


402 
238 
297 

907 
7,846 
3,000 
25,960 
1,213 
1,915 

1,206 
724 

916 

750 

2,585 


Fe- 
male. 


6,230 

2,017 

742 

1,860 

1,508 

885 
1,309 

940 
5,142 
2,087 
3,  282 
10, 456 

764 
11,  681 
1,187 

896 
1,010 
5,328 

853 
3,286 

940 

7,159 


3,598 


3,344 
196,  333 


1,706 

2,325 

54,647 

16,900 

1,362 

2,317 

1,219 

976 

862 


612 
300 
383 

1,007 
7,852 
3,139 
27,  334 
1,298 
2,015 

1.219 
836 

951 

784 

2,615 


6,661 

2,181 

772 

1,923 

1,184 

910 
1.535 

987 
5.891 
2,212 
3.167 
11,277 
1,040 
12.583 
1  222 

937 

981 
6,415 

754 
3,528 

922 

7,180 


1,905 


952 

1,653 

98,029 


1,753 
2,397 
54,439 
17,508 
1,257 
2,211 
1,269 
1,115 
976 


946 

1,691 

98,  304 


Colored. 


Total. 


486 
750 
786 

524 
2,110 

674 
5,022 

444 

552 

22 
35 

22 
16 

159 
19 

388 

4 

7 
4 
7 

140 
15 
73 

490 

121 
4 

561 
29 

873 
83 

131 
65 

281 
40 

121 


Male. 


211 
329 
313 

>■     256 

948 

296 

2,449 

209 


50 


75 

41 

1,636 

175 


101 

19 

6 

33 


68 


48 

93 

1,612 


172 


58 

9 

43 

235 

49 

2 

228 
11 

426 
39 
58 
25 

129 
23 
53 


20 


25 
46 

806 


Fe- 
male. 


275 
421 
473 

268 
1,162 

378 
2,573 

235 

277 

13 
17 

7 
11 


216 

2 
3 
2 
2 


6 
35 

255 

72 

2 

333 
18 

447 
44 
73 
40 

152 
17 
68 


30 


40 

35 

21 

20 

839 

797 

78 

97 

61 
9 
6 

12 

33 


23 

47 


a  Number  of  colored  pupils  estimated  from  present  attendance. 

b  Number  of  colored  pupils  and  ratio  of  sexes  estimated  from  present  attendance. 


c  Colored  pupils  partly  estimated. 


138 


EDUCATION. 


Table  82.— PUBLIC  SCHOOL  ENROLLMENT  IN  CITIES  WITH  10,00()  INHABITANTS  AND  OVER,  CENSUS 

OF  1890— Continued. 


TEACHEKS. 


STATES   AND  CITIES. 


Aggre- 
gate. 


New  York— Continued. 

Ogdensburg 

Oswego 

Poughkeepsie 

Rochester 

Home  (a) 

Saratoga  Springs  — 

Schenectady 

Syracuse  (6) 

Troy 

Utica 

^y^atertown 

West  Troy 

Yonkers  (a) . , 

North  Carolina : 

Asheville 

,  Charlotte 

Raleigh 

Wilmington 

Ohio: 

Akron 

Canton 

Chillicothe , 

Cincinnati 

Cleveland 

Columbus  (6) 

Dayton 

East  Liverpool 

P'indlay 

Haniiltou 

Ironton  (6) 

Lima 

Maustield 

Mas.sill()n 

Newark  (a) 

Portsmouth 

Sandusky  

Springfield  (a) 

Stt'ubeiiville 

Tiffin 

Toledo  (6) , 

Young.stown 

Zanesville  (b) 

Oregon : 

East  Portland 

Portland 

Pennsylvania: 

Allegheny  (6) 

AUentown , 

Altoona 

Bradford 

Carbondale 

Chester 

Columbia 

Easton 

Erie 

Harrisburg  (a) 

Hazelton 

Johnstown  (b) 

Lancaster 

Lebanon  (6) 

McKeesport 

a  Number 


72 

72 

442 

41 

47 

50 

287 

171 

170 

65 

29 


22 
27 
35 
26 

100 

80 

51 

766 

694 

255 

192 

34 

57 

47 

40 

50 

48 

28 

56 

46 

66 

113 

60 

32 

213 

76 

80 

28 
90 

278 
74 

100 
44 
32 
65 
33 
60 

154 

124 
34 

.25 
78 


White. 


Total. 


38 

72 

72 

442 

41 
47 
50 
287 
171 
170 
65 
29 
68 

19 
19 
19 
14 

100 

80 

46 

751 

690 

255 

192 

34 

57 

46 

40 

50 

48 

28 

56 

42 

66 

113 

60 

32 

213 

76 


28 
90 

278 
74 

100 
44 
32 
65 
32 


50 
of  colored 


Male. 


4 
3 
2 
17 
4 


12 
2 
115 
34 
16 
20 


Fe- 
male. 


70 

425 

37 

42 

48 

271 

152 

164 

60 

26 

64 

16 
15 
14 
13 


Total. 


Colored. 


Male. 


44  5 

630  15 

656    i  4 

239 
17^ 


5 

52 

9 

37 

3 

37 

4 

46 

2 
5 

46 
^3 

5 

51 

3 

39 

6 

60 

18 

95 

12 

48 

5 

27 

20 

193 

9 

67 

4 

76 

4 

24 

6 

81 

22 

256 

14 

60 

10 

90 

1 

43 

4 

28 

2 

63 

2 

30 

11 

49 

9 

145 

14 

104 

6 

28 

* 

21 

5 

73 

7 

32 

4 

46 

154 
118 

34 

25 

78 

39 

50 
pupils  estimated  from  present  attendance. 


Fe- 
male. 


Aggre- 
gate. 


3 


1,812 
3,709 
3,  004 

17,  024 
2,096 
2,273 
2,415 

13, 401 
7,712 
6,341 
2,430 
1,653 
3,624 

1,446 
1,500 
2,418 
2,430 

4,907 
4,253 
2,055 
36,659 
37,641 
12,461 
8,465 
2.331 
3,227 
2,369 
2,219 
2,482 
3,515 
1,847 
2,588 
2,208 
3,029 
5,098 
2,556 
1,421 
10, 877 
4,331 
3,355 

1,479 
4,892 

15, 947 
4,362 
5,385 
1,733 
1,740 
3.318 
1,883 
2,520 
5,440 
6,813 
1,809 
1,540 
4,646 
2,212 
2,903 


White. 


Total. 


3,700 
2,924 

16,  955 
2,086 
2,204 
2,405 

13,401 


6,324 


3,594 

1,111 

908 

1,043 

1,143 

4,820 
4,241 
1,847 
35,  059 
37, 219 
12, 461 
8.465 
2, 331 
3,227 
2,299 
2,219 
2,482 
1,515 
1,847 
2,545 
2,020 
2,934 
4,400 
2,431 
1,415 
10, 877 
4,210 
3, 3.55 

1,478 
4,878 


Male. 


947 
362 
340 
717 
740 
985 
760 
473 
40C 
343 


,540 
,579 
1,212 
,903 


1,857 
1,407 
8.  3.58 
1,094 
1  088 
1,200 
6,651 


Fe- 
male. 


1.843 
1,517 
8.597 
992 
1.116 
1,205 
6,750 


3,113 


3,211 


Colored. 


Total. 


10 
69 

10 


1,878  I 

I 

511 

428 
462 
528 

2,387 
2,107 
967 
17,  951 
18,766 
6,128 
4,267 


1,716 

600 

480 
581 
615 

2,433 
2, 134 
880 
17, 108 
18,453  I 
0,333 
4,198 


335 

592 

1,375 

1,287 

87 

12 

208 

1.600 

422 


Male. 


Fe- 
male. 


1 


1,120  i  1,179 
1,097  '.  1,122 
1.252  1,230 


1,212 
962 
1.489 
2,239 
1.301 
672 
5.454 
2,087 
1,719 

778 
2,270 

7,878 

2,181 

2,622 

704  ' 

824 

1,431 

860 

1,216 

2.700 

3,067  I 


742 
2,308 
1,086 
1,483 


4 

2, 
2, 
b  Includes  uuseparated  colored. 


1,333 
1,058 
1,445 
2,161 
1,130 

743    i 
5,423    ! 
2, 123 
1,636 

700 


8,069 
2,181 
2,718 
1,013 

916 
1,554 

900 
1,257 
2,700 
3,276 

910 

798 
2,271 
1,126 
1,420 


43 
188 

95 

698 

125 

C 


45 

16 


333 
123 

47 

40 

470 


67 


4 
34 
31 

5 
35 

5 


15 

159 

257 
633 
594 

37 

4 

114 

800 

198 


16 
103 

40 
344 

55 
4 


152 
59 
23 
24 

211 


27 


5 
46 
38 

5 
34 

5 


10 


15 

176 

335 
742 


50 
8 

94 
800 
224 


36 


27 
85 
55 
354 
70 


70 


1 
10 


24 
9 


181 
64 
24 
16 

259 


INSTITUTIONS. 


139 


Table  92 PUBLIC  SCHOOL  ENROLLMENT  IN  CITIES  WITH  10,000  INHABITANTS  AND  OVER,  CENSUS 

OF  1890— Continued. 


TEACHEK8. 


STATES  AND  CITIES 


Aggre- 
gate. 


White. 


Pennsylvania — Continued. 

Mahanoy  city 

Nanticoke  (a) 

Newcastle 

Norristown 

Oilcily 

Pliilajlelphia(6) 

Pittsburg  (o) 

Pittstou 

Pottstown 

Pottsville 

Reailiiif:  (c) 

Scranton 

Siiauinlciu 

Slienanddah 

South  Bethli^hem 

Wilkesbarie  (a) 

Williauisport 

Vork 

Kfaode  Island : 

Lincoln  (a) 

Newport 

Pawtucket  (c) 

Providence  (o) 

Warwick  (a) 

Woonsocket 

South  Carolina: 

Charleston 

Columbia 

South  Dakota: 

Sioux  I-'alla 

Tennessee: 

Chattanooga 

Jackson  

Knoxville 

Memphis 

Nashville 

Texas : 

Austin 

Dallas 

Denison 

El  Paso 

Fort  Worth 

Galveston 

Houston 

Laredo 

San  Antonio 

Waco 

Utah: 

Ogden 

Salt  Lake  city 

Vermont : 

Burlington  (a) 

Rtitlaud 

Virginia : 

Alexandria 

Danville 

Lynchburg  

Norfolk 

Petersburg 

Portsmouth ^ 

Richmond 

Roanoke 

a  Includes  unseparated  colored. 
6  The  figures  given  iu  ISuUetin  No. 


31 

44 

56 

36 

2,694 

618 
25 
43 
5'.! 

189 

203 
46 
43 
27 

113 
88 
62 

59 
50 
8,') 
394 
49 
46 

110 


35    : 

74  j 

21  ' 

56  , 

107  ! 

157  I 

1 

68  j 

73 

25 

16 

51  i 

90  i 

6) 

10 

76 

48 


68 

55 
29 

30 
32 
62 
31 
48 
23 
230 
18 


otal. 

Male. 

31 

5 

27 

3 

44 

5 

5C 

5| 

36 

2 

2,666 

99  , 

618 

39 

25 

2 

43 

6| 

52 

7 

189 

7 

203 

21 

46  1 

«i 

43 

s\ 

27 

8 

113 

20 

88 

13 

«0 

18 

59 

4 

5:) 

5 

f5 

*l 

3S4 

24  1 

49 

9  1 

46 

4 

106 

9 ; 

17 

2  ■ 

1 

35 

j        ! 

(5 

1 
3 

14 
41 

2 
13 

77 

117 

15 

50 

4 

02 

15 

■>ll 

15 

1 

43 

8 

69 

9 

40 

8 

9 

1 

64 

10 

37 

5 

22 

5 

68 

23 

55 

5 

29 

2 

18 

2 

18 

3 

38 

4 

21 

4 

24 

1 

16 

2 

154 

19 

13 

2 

Fe- 
male. 


26 

24 

39 

51 

34 

2,567 

579 

23 

37 

45 

182 

182 

37 

35 

19 

93 

75 

42 

65 
45 

77 

370  : 
40 
42 

97 
15 

32 

42 

12 
28 
77 
102 

46 
47 
20 
14 
35 
60 
32 
8 
54 
32 

17 
45 

50 

27 

16 
15 
34 
17 
23 
14 
135 
11 


Total. 


Colored. 


Male. 


28 


Fe- 
male. 


1 

9 

8 

22 


2 

1  I- 


10  i 

«! 
1 

4 
3 


8 
2 
2 
1 

12 
1 


22 


1  '  1 


23 


Aggre- 
gate. 


1, 
1, 
2, 
2, 
2, 
162, 

31, 
1, 
2, 
2, 
8, 

11, 
2, 
2, 
1, 
6, 
4. 
3, 


471 
242 
565 
118 
108 
014 
412 
205 
435 
687 
023 
887 
684 
505 
536 
598 
226 


4.  072 
2,505 
5,019 
18,  271 
2.687 
2,231 

5,287 
1,724 

1,441 

4,541 
1  513 
3,305 
6,073 
8,475 

2,760 
4,685 
1,475 

859 
2,839 
3,922 
3,360 

783 
4,407 
2,637 

1,942 
4.684 

1,740 
1,  211 

1,838 
1,499 
3,350 
2,575 
3,215 
1,705 
11,  749 
2,033 


Total. 


939 
471 
224 
493 
093 
573 
014 
400 
190 
408 
8,587 
10.  998 
2,865 
2.684 
1,487 
6,536 
4,383 
3,117 


1, 
1, 
2, 
2, 
2, 
158, 
31, 
1, 
2, 
2, 


4.072 
2,295 
5,004 
18.  271 
2,687 
2,231 

2,803 

857 

1,438 

2,578 
897 
2,525 
3,544 
5,709 

1,912 
3,785 
1,168 

798 
2,337 
3,  071 
1,9.38 

727 
3,685 
1,837 

1,939 
4,684 

1,740 
1,211 

1,077 
689 
1,677 
1,317 
1,391 
1,088 
6,781 
1,424 


White. 


Male. 


Fe- 
male. 


100 

260 

994  I 

762  j 

326 

623  ' 

122 

276 

303 

278 

368 

294 

800 

162 

128 

607 


2,100 
1,148  I 
2,558  ; 
9, 189  ' 
1.  378  ; 
1.  l.'iO 

1,041 
413 


1,288 

432 

1, 185  ; 


2,773  , 

928  ■ 
1,800 
530  \ 
418  ' 
1,069 
1.467 
932 
424 
1,  735 
910 

985 
2,306 


427 

642 
375 
799 
625 
702 
527 
3,  282 
070 


846 
782 
124 
233 
099 
811 
688 
783 
068 
132 
284 
720 
497 
390 
687 
374 
255 
510 


1,972 
1,147 
2,446 

9,082 

1,  309  i 
1,081 

1,762 
444 

721 


1,290 

465 

1,340 


Colored. 


Totel. 


984 
1.985  I 

638 

380  i 
1.268 
1,604 
1.006 

303 
1,950 

927 

954 
2,378 

797 

784 

435 
314 


18 

72 

25 

3,535 


15 
27 
100 
25 
22 


Male. 


Fe- 
male. 


10 

37 

6 

1,658 


215 
109 


107 

47 


210 
15 


2,484 
867 


3 


1.094 

362 


1,963 
616 

780 
2,529 
2,936  ;i    2,766 


218 
346 


848 
900 
307 

61 

502 

851 

1,422 

56 
722 
800 


1,189 

378  , 
400  I 
137  j 

26  j 
247 
392  I 
646  ' 

33 
328 
369 


761 
810 


878 

1,673 

692 

1,258 

689 

1,824 

561 

617 

3,499 

4,968 

754 

609 

383 
401 


513 


290 

2, 110 

273 


8 

35 

19 

1,877 


4 
9 

18 
60 

15 
12 


108 
62 


1,390 
505 

3 

1,066 
398 
434 

1,577 

470 
500 
170 

35 
255 
459 
776 

23 
394 
431 


378 
409 
993 
745 

1,055 
327 

2,858 
336 


17  proved  to  be  the  enrollment  for  a  single  day. 


c  Number  of  colored  pupils  estimated  from  present  attendance. 


140 


EDUCATION. 


Table  aa.—PUBLIC  SCHOOL  ENROLLMENT  IN  CITIES  WITH  10,000  INHABITANTS  AND  OVER,  CENSUS 

OP  1890— Continued. 


TEACHBB8. 

PUPILS. 

STATES  AKD  CITIES. 
1 

Aggre- 
gate.    I 

White. 

1 

Colored. 

Aggre- 
gate. 

4,621 
2,784 
5,556 

1,506 
5,609 

1,908 
3,177 
2,294 
1,653 
4,462 
1,989 
1, 950 
27,337 
7,808 
3.323 
2,405 

White. 

Colored. 

Total. 

Male. 

Fe-      ' 
male. 

01 
37 
55 

25 
107 

36 
54 
46 
41 
75 
44 
28 
433 
53 
53 
33 

Total. 

Male. 

Fe- 
male. 

Total. 

Male. 

Fe- 
male. 

Total. 
22 

Malfc. 

Fe- 
male. 

Washington : 

Seattle 

65 
40 
59 

30 
117 

44 
62 
47 
43 
83 
47 
31 
496 
62 

: 

65 
40 
59 

27  , 
112 

44 
62 

47  '■ 

43  ; 

83 

47 

'        31 

496 

62 

60: 

41 

4 
3 
4 

2 
5 

8 

8 
1 
2 

8 
3 
3 
63 
9 
7 
S 

4,599 

2,784 
5,561 

1,324 
5,446 

1,905 
3,177 
2,260 
1,663 
4,453 
1,989 
1,950 
27,  337 
7,808 
3,313 
2,405 

2,  299 
1,505 
2,810 

673 
2,665 

956 
1,610 

2,300 
1,279 
2, 741 

651 
2,781 

949 
1   .167 

Spokane {a) 



5 

182 
163 

3 

West  Virginia: 

3 
5 

2 

1 
4 

Wisconsin : 



1,157           1,103 

760               893 

2,268           2  185 

34 

19 

15 

0 

n 

4 

Madison  (a)            .... 

1,020 
973 
13,450 
3,902 
1,672 
1,208 

969 

977 

13,887 

3,906 

1,641 

1,197 

Marinette  (a)    

Milwaukee  (a) 

Oslikosli 

' 

Racine  (c) 

Sheboygan (a)  

1 

10 

5 

5 

1 



Wyoming: 

23 

23 

2 

21 

1 



9il3 

9H0 

510 

470 

13 

i: 

7 

a  Includes  uuseparated  colored. 

b  Number  of  colored  papils  estimated  from  present  attendance. 


c  Number  of  colored  pupils  and  ratio  of  sexes  estimated  from  present  attendance- 
il  Not  reported  distinct  from  the  including  county. 


INSTITUTIONS.  141 

Table  23.— REPORTED  FINANCES  OF  SCHOOL  DISTRICTS,  CENSUS  OF  1890,  BY  STATES  AND  TERRITORIES. 


STATES  AND  TEBBITOKIES. 


The  United  States... 
North  Atlantic  division. . 


Maine 

New  Hampshire 

Vermont 

Massachusetts 
Rhode  Island 
Connecticut 
Now  Tork 
New  Jersejr 
Pennsylvania 

South  Atlantic  division. . 

Delaware 

Maryland 

District  of  Columbia 

Virginia 

West  Virginia 

North  Carolina 

Soutli  Carolina 

Georgia 

Florida 

North  Central  division 

Ohio 

Indiana 

Illinois 

Michigan 

"Wisconsin 

Minnesota 

Iowa 

ilissonri 

North  Dakota 
South  Dakota 
Nebraska 
Kansas 

Soutli  Central  division  . 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Oklahoma  (c) 

Arkansas 

Western  division 

Montana 

Wyominj 

Colorado 

New  Mexico  {&) 

Arizona  (6) 

Utah 

Nevada 

Idaho 

Washiufiton 

Oregon 

California 


F 


L//J 

/630 


**^^..    i4 


To 


This 


'-^SS- 


YE  07650 


